University of Massachusetts Amherst

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Doctoral Dissertations 1896 - February 2014

1-1-1970

Feasibility study of a performance-based teacher

education curriculum in language arts.
Masha Kabakow Rudman
University of Massachusetts Amherst

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 FEASIBILITY STUDY OF A PERFORMANCE-BASED

TEACHER EDUCATION CURRICULUM IN

LANGUAGE ARTS

A Dissertation Presented

By

Masha Kabakow Rudman

Submitted to the Graduate School of the

University of Massachusetts in

partial fulfillment of the requirements for the degree of

DOGTOR OF EDUCATION

May 1970
Major Subject Teacher Education
 FEASIBILITY STUDY OF A PERFORMANCE- BAS ED

TEACHER EDUCATION CURRICULUM IN

LANGUAGE ARTS

A Dissertation

By

Masha Kabakow Rudman

Approved as to style and content by:

May 1970
(Month) (Year)
copyright 0 Masha Rudman
All Rights Reserved
1970
THIS. WORK IS DEDICATED WITH GRATITUDE TO

SY, RACHEL BETH, REVA, AND DEBBIE

for supporting
and enduring

JIM, DAVID, AND DAN

for guiding

EILEEN, BETTY, AND MARGARET

for toiling

MARY ALICE

for being
 TABLE OF CONTENTS

CHAPTER P3g^

I. INTRODUCTION i

History of the Study., i

Philosophical and Psychological Rationale 6

II. REVIEW OF THE LITERATURE 13

III. THE FEASIBILITY STUDY 23

Goals 23
Overview of the Curriculum 27
Performance Criteria; Description and Rationale 32
Instructional Alternatives 47
Suggestions 48

IV. THE FOLLOW-UP STUDY: CURRICULUM 53

The Performance Criteria 56

V. COMMENTS 70

Suggestions for Future Research 72

REFERENCES 75

APPENDIX 84

METEP Reading and Language Arts Performance

Criteria (Feasibility Study) 85
Description of lAs (Feasibility Study) 88
Description of lAs (Follow-up Study) 90
Lesson Plan Form 93
Class Description Form 94
Publisher's Evaluation Form (Feasibility Study) 95
Publisher's Evaluation Form (Follow-up Study) 97
Informal Reading Inventory Score Sheet
(Feasibility Study) 98
Directions for Scoring IRI (Feasibility Study) 102
Informal Reading Inventory Score Sheet
(Follow-up Study)
Reading Group Form
Phonics Pretest (Feasibility Study) 107
Phonics Retest (Feasibility Study) 108
Phonics Test (Follow-up Study) 109
List of Linguistic Readers HO
 Page

Passages for Transcribing i/t/a

111
Interview Information Sheet
112
List of Reading Devices
113
List of Reading Objectives
114
Word List for Spelling
115
List of Speech Objectives
116
List of Listening Objectives
118
Dove Counterbalance Intelligence Test . . .
119
Checklist for Reading Readiness
121
Instructions to Raters (Feasibility Study)
126
Instructions to Raters (Follow-up Study) .
140

LIST OF TABLES

TABLE Page

r. HIERARCHICAL DISTRIBUTION OF THE PERFORMANCE

CRITERIA (Feasibility Study) 30

II. LISTING OF PERFORMANCE CRITERIA USED IN THE

FEASIBILITY STUDY 31

III. HIERARCHICAL DISTRIBUTION OF THE PERFORMANCE

CRITERIA (Follow-up Study) 69
 CHAPTER I 1

INTRODUCTION

History of the Study

The curriculum in a teacher education

program traditionally in-
cludes methods courses which are planned and
presented in accordance
with the interests, expertise, sincere opinions,
whims, and/or needs
of the individual instructor. In a methods course in language arts,

some instructors might, for example, be particularly

Interested or

knowledgeable in the area of linguistics, or in the use of

the basal

eclectic approach to teaching reading or in the philosophy and

meth-
odology of the individualized reading approach. Each of these
instruc-

tors, therefore, might emphasize his area of interest over any other

io. the course he teaches. Students in these courses could emerge

with widely disparate abilities and areas of knowledge and no minimum

base of competence. In this situation, an instructor could generally

evaluate a portion of the student's proficiency by means of tests, and

s

sometimes, through observations. But usually the instructor would know

what he, the instructor, had "covered," and not necessarily what the

student had assimilated, or what the student could do .

One of the advantages of this kind of program is that the student

can receive the benefit of the instructor's enthusiasms and expertise.

But this form of education places a great burden upon the individual

instructor. All (or almost all) inspiration, motivation and instruc-

tion must come from him. This procedure operates under the implied

if not explicit premise that the student learns best by whatever means

the teacher selects as the instructional approach. This pro-

 2

cedure is in danger of contributing to the

assumption that there is
one and only one best way of teaching a
particular body of knowledge,
if only because, as Bandura (1965) pointed
out, students model their

future behavior on the perceived behavior of their

teachers, even if

the teachers do not intend that this particular

set of behaviors be

copied.

Until September of 1969, the program of language arts education

at the University of Massachusetts* School of Education was

much like
that of most other schools of education, that is, basically conforming

to the above described model. The reading and language arts program

concentrated heavily on perpetuating the traditional basal, group ap-

proach to the teaching of reading. Students were encouraged to

"read the manuals carefully," and to follow the directions therein as

methodically and obediently as possible. All students were required

to attend class regularly; attendance was generally checked and re-

corded. Assignments were made to each section of students by each

individual instructor. Classes and instructional methods varied only

according to which professor was in charge of the section. They each

contained approximately thirty students, and met for three sessions a

week, two hours per session, for a total of eight weeks. When the

students practice- taught, they went to school systems that used the

same methodology: the same methodology with which they had been

taught as children; the same methodology with which they had been

taught as students of educational methodology. Very few students ex-

pressed the desire to create or participate in a new kind of educa-

tional environment. Nor at the time were there many available school
 3

systems experimenting with innovations in

content, structure or meth-

odology. In the past two years the situation has

changed: students
have more opportunities for internship and eventual
positions in in-
novative settings because more and more public and private
schools in
western Massachusetts have begun experimenting with new
curricula,

organization and approaches in the teaching of elementary language

arts.

In March, 1968, the School of Education was awarded a

grant by

the Bureau of Research, U.S. Office of Education to plan a

per-

formance-based elementary teacher education program. The title of

the grant was "A Model Elementary Teacher Education Program," hence-

forth abbreviated METEP. One of the task forces established for this

study was given the responsibility of examining and planning the

elementary teacher education program in the content field of language

arts. This writer was the chairman of the component. The goals of

this component were compatible with the goals of the entire program,

particularly to prepare teachers for change, to develop performance

criteria, to make the program both individualized and relevant, to

provide for continuous and ongoing diagnosis and evaluation, and to

develop multiple learning opportunities for each educational objec-

tive (Allen and Cooper, 1968).

In addition to the goals shared with the overall program, the

language arts component based its work during and after the planning

phase on the assumption that communication was its prime focus, and

that the future teacher’s prime concern should be the development and

improvement of his own and his students’ ability to communicate. The

task force decided that since it is necessary for an individual to be

 4
able to freely communicate
information. Ideas, attitudes and
emotions
effectively, commensurate with today's
and tomorrow's needs and de-

velopments, It was Important that

techniques of communication such as
non-verbal cues, use of new technological
developments and slmultane—
o©us use of multiple media be
incorporated into curricula for the ed-

ucation of children and of future teachers.

There was no intent to
dispute the effectiveness of books and
other printed materials for use
in reading, or records, tapes and
traditional classroom verbal ac-

tivities for speaking and listening, or, for

that matter, typewriters,

pens, pencils, and paper for writing. It was recognized that tra-

ditionally successful media need not be ignored or

discarded, but
that their use must be maintained only when relevant
and applicable

and selected as such from a large range of other

available media. The
task force further came to certain conclusions about what to
emphasize
in the language arts teacher education program. It viewed the teacher

as a decxsion maker, facilitator, instigator, innovator and learner,

as well as disseminator of information. The program was designed with

these functions in mind. Since these functions imply observable be-

haviors, and since the stipulation of performances was one of the im-

portant goals of METEP , the decision was made to base the entire

language arts curriculum on the learner's expected performance rather

than on topics for the instructor to "cover." Added to this was the

charge of providing many alternative learning routes for attaining each

performance. Cronbach’s (1967) concept of educational goals with dif-

ferent instructional treatments and adaptations to meet individual need

was considered important by the task force although it was agreed to

 5
make no attempt at prescription
of learning opportunities
for specific
learners. Provision was made
for each learner to select
from any options
available, or to generate his
own, if he so preferred.
Allen and
McDonald (1966) studied the effects
of self-selection on learner
success,
and found no. significant
differences in performance between
those learn-
who had self-selected, and
those who had not. They urged
further
research in this area.

The task force specified

approximately seventy performances in the
final report (Allen and Cooper,
1968). These performances were derived,
as Tyler (1950) recommended, from
sources such as research studies in

language arts content, studies of curriculum

planning, feedback from
schools (teachers, students and parents),
and experts’ opinions on the

needs of society. Task force consultants included such experts

as Terry

Borton, Morton Botel, Benjamin DeMott, Kenneth

Goodman, Ray Johnson,

James Moffett and Gerald Weinstein. The task force recommended that

flexibility and individualization be prime emphases. It reiterated that

specific performance criteria or particular individual aspects

of the

program would always be open to change. Provision was made for the con-

tinuous incorporation of new techniques and ideas into the program.

It

was decided that data sources, particularly program participants, would

be continuously consulted so as to build in constant re— evaluation.

A second METEP grant from the U.S. Office of Education was awarded

the University of Massachusetts in May, 1969. This grant was to extend

to January, 1970, and was for the purpose of testing the pedagogical

managerial and economic feasibility of METEP as conceived in its planning

stages. David Yarington and this writer were designated co-directors of

this phase of the study. Mary Alice Wilson (1970) de-

 6
signed and executed the evaluation of the
study, which was conducted

In the fall semester of 1969 with a

student population of one hun-
dred and eleven.

Philosophical and Psychological Rationale

The two significant factors involved in the

feasibility study
were the specification of performances for the students
to master

and the provision of multiple avenues of instruction

for each of the

performances, which the student could self-select according to ’

his
own needs and preferences. Other aspects of the program such as the

ideas that the program serve as a model for the future procedures to

be utilized in public schools and that significant subject matter be

Imparted were not substantially different from previous teacher ed-

ucation approaches. There was no intention of suggesting that the

"methods" instructor abdicate all responsibility for advising or

aiding the student. Rather, the attempt was made to create a situation

such as Ericksen (1967) described where many materials for Instruction,

such as books, machines, audio-visual materials and computers, would

be available to the learner and where people of all sorts could in-

teract with the learner. Ericksen further suggested the necessity of

making better use of the ability the student has for independent

learning by conferring upon him a measure of responsibility for pro-

viding himself with much of his needed information. Siegel (1967) ob-

served that Ericksen viewed the Instructor as only one means out of

many available for the end of furthering the learning process. He did

not suggest that the teacher's role is unimportant, but rather placed
 7

him alongside other valuable learning

aids. He did, however, state
that it is the variables centered
in the student himself which are

the most crucial factors in the learning

process. He therefore con-
cluded that the most appropriate
instructional environment is one that
takes these factors into consideration.
Ausubel (1967) agreed and
added the reflection that we sometimes lose
sight of the fact that the
goal we seek is not teaching, but the
facilitation of learning.
Ausubel also presented the reader with several
of Smith’s (1960) hy-

potheses, based on the premise that teaching is only

one of the

conditions influencing learning, and that it may neither be

suffi-
cient, nor even necessary for some learners. Smith observed that some

students learned without being taught, that is, by teaching them-

selves. His hypotheses, therefore, were that learning and teaching do

not necessarily depend on each other, that a theory of learning does

not include a theory of pedagogy and that teaching is not the same as

tilling, Bruner (1966) concluded that the effective curriculum would

Include different sequences, different experiences and different ap-

proaches all leading to the same general goal. Rogers (1967) added

that the process of change, and the involvement in this process, as

well as the realization on the part of the learner of how he is

learning are most essential goals for today’s education, and are most

suitable for the world now. Thus Rogers questioned several assump-

tions underlying much current educational practice, including the imp-

^

lications that students cannot be trusted to pursue their own learning

and that passive learners develop into creative citizens. The METEP

language arts feasibility study operated on the assumption that the

 8

learner can be trusted to pursue his own learning,

and Indeed must be
an active learner if he is to encourage his students,
when he is a
teacher, to pursue their own learning. Siegel (1967), in summarizing

contemporary viewpoints on instruction, discovered that there

was gen-
eral consensus that the needs of our society require
active participa-

tion on the part of the learner as well as an involvement in

the pro-

cess of his learning. Siegel found that none of the contributors to

his volume of readings accepted the model of the learner as a passive

recipient. He added that most of the writers of contemporary instruc-

tional points of view recommended the provision of many parallel learn-

ing situations rather than the concentration upon a search for better

or best learning environments. The writers urged diversity and multi-

plicity of both means and ends in education. Although Gagne’ (1967,

p. 296) might appear to have differed from this point of view when he

stated that "the function of instruction is the control of the extern-

al conditions of the learning situation," thus implying a strong degree

of teacher control, he nevertheless added that it is important to con-

sider the idea of self-instruction as an aim, not simply as a technique

of education. He stated (p. 313) that "this may be the direction of

practical development which could best exploit the unique contribution

of the individual learner."

The language arts study fully subscribed to the philosophy of hav-

ing the learner make decisions and assume responsibility for a large

portion of his own learning. As stated previously, the ultimate aim was

to have students in the program transfer this process to their own stu-

dents, especially within the content area of language arts. Joyce (1967,
 9
p. 7) strongly endorsed the multiple
learning option route

A truly vigorous personal,

intellectual, and social
education can be created only if the teacher
and the
student, as they work together, have
many options
available to them— options which enable
students to
engage in a large variety of
instructional activities
and which assist teachers to perform
a corresponding
diversity of instructional roles.

Joyce’s mention of diverse instructional

roles implied diverse
sets of behaviors on the part of teachers.
Siegel (1967) noted that
most of the authors in his volume of
readings emphasized teacher be-

haviors. Gagne’ (1967) pointed out the extreme importance of the

learmere prior understanding of what kind of performance

is expec-

ted of him when he is considered to have

learned something. These
statements in no way contradict what has been affirmed
before: that

the learner must make decisions in terms of how and what

he learns.

Once he has made these choices, his learning is clarified and

enhanced
if he can define the behaviors he can then be expected
to perform.
>

The behaviors! outcomes which we expected of the learners taking part

in the program were outlined in the study as performance criteria.

These performances were designed to be specific enough so that assess-

ment could be made of whether or not the learner had achieved the stat-

ed goals, but open enough so as to permit a wide range of individual

differences. The writer of this study agreed with Cooper (1967) and

Gagne’ (1964) that task analysis or instructional objectives specifying

effective behaviors, but probably requiring different learning condi-

'

tions, would be an efficient procedure for education. According to Taba

(1962) and Tyler (1950), specification of objectives in terms of be-

haviors is crucial for effective curriculum construction. Tyler’s

 10
(1964) point that clearly stated objectives
help the student under-
stand what he is trying to learn as
well as provide some basis for
his assessing what he has already
learned was accepted as valid for

the study. He also stressed (1964, p. 82) ’'determining

behaviors...
.that the pupil can carry out so that when he
has done this he will

have a feeling for the open-endedness of the

situation." Eisner
(1967) agreed that the trend in curriculum development
has been in fa-

vor of the specification of learning objectives, but he

argued that
this practice can hinder instructional goals as much as
help them be-

cause of the danger that specified objectives will remain in a

pro-

gram, unexamined and unamenable to larger, important goals. Eisner

questioned the feasibility of specific objectives in creative areas.

He raised the issue of how a teacher forms insights into curriculum and

pleaded for a variety of processes to be utilized in curriculum con-

struction. Eisner’s arguments (p. 279) included the belief that a

distinction needed to be made between "defining an objective and est-

ablishing a direction, . . . and between open and closed objectives."

He continued to develop this viewpoint (1969) when he suggested that

the performance of certain activities which were educational ends in

and of themselves be designated as expressive objectives. The METEP

language arts study included expressive objectives as well as task an-

alyses, or instructional objectives stated in terms of learner behav-

iors. The study also followed Taba's (1962) suggestion that performan-
»

ces be stated in such an open-ended manner as to permit various pro-

cedures and materials to be used by the learner.

Popham (1969, p. 37) stipulated that "A properly stated behavioral

 11
objective must describe without^r^^ the nature of learner be-
havior or product to be measured.”
He agreed with Tyler
(1950), how-
ever, that the most important
aspect of an objective is that
it deter-
mine whether or not there has been
a change in the learner’s behavior.

The METEP performances were

stated with this prime aim in mind.
In
addition, Eisner s (1967) fear that unexpected outcomes
would be over-
looked in curriculum planning if all
outcomes were to be specified in
advance was taken into consideration, and
a constant re-evaluation and

restatement of performance criteria were

built into the program. (For
further explication of this procedure, see
Wilson, 1970). Bloom’s
(1956) and Krathwohl’s (1964) classification of
educational goals
strongly Influenced the construction of the
ability and attitude goals
of the METEP language arts study. Mager (1968) greatly clarified and

furthered the use of the performance-based curriculum.

He suggested that

the steps involved in specifying objectives should

include an identifi-

cation of the activities a student might be observed doing if the ob-

jectives were accomplished as well as identification of practices

that

would help the student achieve the objective. Mager also made the point

that learning must be used after instruction has been completed. Mager ’s

discussion of the problem of avoidance behavior led to the decision to

offer the METEP language arts performance criteria on a pass, no-record

basis. That is, students were not permitted to "fail” a performance cri-

terion and never attempt it again; it was mandatory that they maintain

contact with the content of the educational objective until they had

mastered it. Thus, the danger of a student’s total avoidance of and there

fore continued negative response to an area was decreased. A student’s

 12
final encounter with any given
objective was always a successful one.

Mager (p. 58) supplied a list of conditions which

he termed "universal
positives" which he considered to lead
to successful learning experi-

ences. The METEP language arts feasibility

study employed those which
were pertinent to the learner-population
and content used in the study.

Some practices conforming to Mager ’s

specifications were the constant
and immediate feedback by raters to learners,
evaluation of students’
work in private sessions rather than in class,
provision of objectives
and criteria for their success, provision of many
options in terras of

conditions, pacing, and sequencing of learning, provision

of raultiple

instructional opportunities directly pertinent to the required

perfor-
mances, and ongoing opportunity for the learners to suggest
Improvements

in the program. The program thus followed Openshaw's (1965) recommenda-

tion that a program of teacher education should provide for its own sys-

tematic improvement, while concentrating on teaching behavior and teach-

ing performance as the focal point.

 CHAPTER II
13
REVIEW OF THE LITERATURE

Chapter one contained a

review of the literature
providing a ration-
ale for the use of performance
criteria and multiple
instructional alter-
natives in the language arts
study, m
chapter two the literature rel-
evant to curriculum research
and methodology, the use
of multi-media
techniques, and teacher education
approaches pertinent to this
study will
be presented. The attempt has been made
to emphasize recent investiga-

tions, with the realization,

nevertheless, that a historical
perspective
must be maintained. The research done in the
content of language arts
will be presented in chapters three
and four in conjunction with
the
rationale for each performance criterion
used in the study.

Wallen and Travers (1963) offered a

classification of the present
sources used for determining teachers'
patterns of behavior. They posi-
ted that tradition, or the way in which the teacher was
taught, was a
powerful consideration. The teacher's social background, his
own needs,
conditDons existing in the school and community,
and, sometimes, philo-

sophical traditions and scientific research on

learning v;ere influential
forces on a teacher's methodology. They cited studies indicating that

teacher education programs affected the attitudes of

the future teachers.

They made a plea for teacher education to be based on the

learning prin-

ciples of reinforcement of achievement of educational objectives,

motiva-

tions to achieve them, practice in problem solving, individualization of

the learning experience commensurate vrith the learner's ability, modeling,

and experiencing. Those principles, as v;e]l as those described in chapter

one v.’ore talccn into consideration for the. METEP language arts curriculum.
 14
Tyler’s (1950) rationale for
curriculum construction was used
as the
basis for this study. He
advocated consulting three
sources for con-
structing curriculum: subject
matter, society, and the
learner. For the
METEP language arts study the
most recent advances and results
of research
were Investigated to form the
basis for the content. Chapter
one cites
the references used as sources
for making decisions concerning
society's
needs in the future. The learner
was used as a data source, not
only
the feasibility study, but also for
the follow-up study. Tyler (1964)
also suggested means for continuing
to develop the curriculum
which were
adopted by the METEP language arts study.
He recommended that a feedback

process be used constantly to re-examine

goals and objectives and to
re-deflne, modify, and clarify them as part
of the process of continuous

curriculum building. Bruner (1966) concurred with this Idea.

He described
the construction of curriculum as a
process that must be guided by its

evaluation. Openshaw (1965) criticized most teacher education

programs
for their inability to Insure their own systematic
modification In the
light of new information and evaluative feedback.
The concept of utilizing

Information collected from all of the participants in the program

to affect

the operation of the entire system was incorporated into

the METEP model

as a solution to the problem referrecd to by Openshaw.

Tyler s suggestions of data sources for selecting educational objec-

tives were utilized. During the METEP planning study the over-all behav-

ior, conditions under which the behaviors were to occur, and criteria of

acceptable performances were Included, as Mager (1962) had specified. But

as the study progressed, it was recognized that to test the feasibility

of the approach, Taba’s (1962) advice that objectives be (p. 203)

 15
'develop„,a„tal. representing roads to travel rather
than terminal points"
should be considered in the formulation
of objectives. Taba also stated
(p. 197) that "the chief function of the
more specific platform of ob-
jectives is to guide the making of
curriculum decisions on what to cover,
what to emphasize, what content to select,
and which learning experiences
to stress." It was with this in mind that the
feasibility PCs were
stated. Lindvall added to the process by summarizing
criteria for stating
objectives: They must be worded in terms of the learner,
rather than
the content or the teacher; they must include
specifically what the
learner is expected to do. He further differentiated between learning

experiences and educational objectives. In the METEP study the learning

experiences were presented as options for the students, but the

PCs, which

measured the achievement of educational objectives, were required. Tyler

(1964) added that content should be linked with behavior in specifying

objectives. He also suggested that each of the objectives be screened

philosophically and psychologically. The major elements of concepts,

skills and values were incorporated into a taxonomy of teaching skills

which constituted the general objectives of the program (see table I).

Each PC then represented the evaluation of specific skills within the

content area. Taba (1962) recommended this procedure for organizing

objectives. Ammerraan et al. (1966) raised the question of terminal

and enabling objectives. Mager (1962) defined "terminal" objectives as

simply the behavior the learner was expected to achieve at the conclusion

of the program. Ammerman concurred, but added that they merely con-

stituted a critical, early step in preparing an instutional program.

 16
In the opinion of this writer, the terminal objectives of teacher ed-

ucation are those exhibited by the learner

when he Is a teacher in his
own classroom, since the ultimate goal of
the program is to affect teach-

ing behavior. Therefore, enabling objectives, or the learning

difference
between where the student is, and where one wants
him to be, are the ob-

jectives formulated for a teacher education program.

Whether terminal
or enabling, they constituted the educational objectives of the
study,

and were based, as stated, on all of the above-mentioned

experts' advice.

Bellack (1969) compiled a review of the history of curriculum and

traced the ascendance of the practice of utilizing Instructional objec-

tives in the curriculum. Goodlad (1969) reviewed the state of the field

at the present time and reported that substantial progress has been made

in stating and using educational objectives with precision. He pointed

out that Tyler's (1950) work is the one most used by curriculum construc-

tors. Gagne' (1964) also credited Tyler with influencing the emphasis

on instructional objectives and cited in his chapter a number of studies

using the approach. Dressel (1954), in particular, reported results of

many such studies. McNeil (1969) reviewed the procedures for formulating

instructional objectives using subject matter, society and the learner

as data sources. The most influential works in terms of stating objec-

tives, have been Tyler, Bloom (1956), Krathwohl (1964), Mager (1962),

and Popham (1969). In addition, Eisner's (1967) and Ammons' (1964) dis-

senting studies and comments served, nevertheless, to aid the construc-

tion of goals.

Investigations were conducted dealing with the various conditions

of learning, particularly those involving the learning environment and

 17
the materials used in instruction. Lindvall (1964) noted that textbooks

on curriculum, in particular those concerned

with testing and evaluation,
have placed strong emphasis on the importance
of specifying objectives.

Gagne' (1965) described eight kinds of learning tasks, each

requiring
different learning conditions. McKeegan (1968) listed six steps in de-

veloping an Individualized instruction program. He included content an-

alysis, statement of objectives in terms of student performances,

de-

velopment of a variety of instructional approaches, establishment of cri-

terion levels of performance, and provision for feedback, evaluation, and

revision. Watson (1968) agreed that many instructional resources and

learning experiences are essential for achieving instructional objectives.

Bolvin and Glaser (1968) discussed the problems of encouraging original-

ity and concluded that different learning approaches either selectively

assigned to the student or made available to him for his selection helped

solve the dilemma. Briggs (1968) found that research with groups, using

different kinds of instructional media, was helpful when dealing with in-

dividual learners' differences. He reported studies done by Cooper and

Gaeth (1967) comparing audio and visual presentations, Rohwer and others
comparing print and pictures. Snow, Tiffin, and Seibert (1965) comparing

groups receiving live instruction with those viewing films. Fargo and

others (1967) experimented with live versus TV administration of a pic-

ture vocabulary test. James (1962) examined preferences by airmen for

taking lessons by either reading or attending lectures.

Many such studies have been conducted trying to determine the par-

ticular effectiveness of a specific approach with individual learners.

Walberg (1968) found that the learner's aptitude and his learning envi-
 18

ronment were the most important factors which contributed to his per-

formance. Snow (1969) stated the purpose of aptitude— treatment inter-

action analysis (which is the process the above-cited studies utilized)

as providing the basis for construction of new forms of aptitude measures

as well as improving instructional outcomes. Cronbach and Snow (1969)

indicated that there is little evidence as demonstrated in their own re-

search or in others' that aptitude and treatment matching has been suc-

cessful. But they as well as all of the other researchers advocated a

commitment to this area.

Not everyone agreed that the kind of instruction was the primary

factor in influencing learning. Carroll (1963), for example, specified

that the amount of time spent on the act of learning was the most con-

tributing factor. Bloom (1968) supported Carroll's hypothesis, but added

that other contributing factors, one of which was a great variety of in-

structional materials and procedures needed to be considered. He and Allen

(1968) listed approximately the same conditions for effectively individual-

izing instruction: flexibility in time for learning, permission for co-

operative student learning (rather than competitive) ,

participation at

different levels of commitment or depth, student selection of alternatives

(including which instructors might be most effective), different in-

structional alternatives, and opportunities for varying group structures,

ranging from the tutorial to large group. The METEP language arts study

incorporated all of the above recommendations into its program.

a very im-
Meierhenry (1968) asserted that materials were, indeed,
He further posited that
portant consideration for success in learning.
of resources those which would be
the learner could select from a variety
 19

most effective for him. Thelen (1965) suggested specific materials for

the promotion of inquiry and thinking, and Popham (1969) found that the

most effective curriculum projects in terms of educational practice were

those from which curriculum materials were produced. Joyce (1967, p. 7)

maintained that learning options were the key to "a truly vigorous per-

sonal, intellectual, and social education" and that these learning options

must include a large variety of instructional resources as well as the

provision for diverse instructional roles for the teacher.

Media was investigated and utilized in many studies, not only for its

pertinence to instructional objectives, but also for its relevance to

individualization of instruction. Edling (1968) extensively explored

studies of application of media to educational objectives and cited many

studies dealing with stating objectives, analysis of objectives, media

and learner responses, and instructional strategies. He concluded (p. 189)

that,

there is considerable evidence to indicate that research and

development activities involving media have (a) helped clarify
educational objectives, (b) contributed to the analysis and
design of media that produce the specific learner behaviors
identified, (c) utilized learner responses to refine and
develop more predictable learning experiences, (d) clarified
the need for specific instructional strategies to attain given
objectives, and (e) provided new potentiality to determine
whether or not educational objectives have been attained.
pre-
Woodruff (1967) concluded that the entire curriculum should be

media as (p.88)
sented in the form of media for presentation and defined

the phenomena in the

"a facile sensory language capable of delivering

perceptual input."
curriculum to students in a form which facilitates
ninety original reports in
Schramm (1964) listed nearly one hundred and
the selection of media
programmed instruction, most of which dealt with
 20

for learning experiences. Lumsdaine and May (1965), in their treatment

of over one hundred experimental studies dealing with variables

of pre-

sentation, noted a trend toward product testing in terms of effectiveness.

Briggs and others (1967) suggested a procedure by which media options are

developed at the same time as the behavioral objectives are specified.

But in considering all of the innovations in media. Black (1968) concluded

that it would be erroneous to assume that the textbook has lost its impor-

tance in learning. He affirmed that the textbook remains the basis for

curriculum. Oettinger (1968) also questioned the validity of technology

in curriculum, but most investigators, including MacLennan and Reid (1964),

found that more and more media are being utilized and studied in education.

They saw promise in the combination of programmed instruction, television,

and filmed instruction and hoped for a coordination and integration of

the most pertinent types of media. The same authors (Reid and MacLennan,

1967) reviewed more extensive categories of media research and predicted

that rather than attempting to find the "best" method of instruction,

educators would turn to a wide variety of learning situations. The use of

media has been of interest to educators for some time. This interest is

increasing, and more and more research projects are being conducted.

Householder (1968) reviewed approximately one hundred studies in

techniques and modes of instruction and was encouraged by this attention

to such an important area of instruction. Finn (1968) presented sources

technology. He
of present concern in education which point to the use of

teachers
listed population expansion with the concomitant result of fewer
new educational
and more learners as one indicator of the necessity for
 21
arrangements. He added that the amount
of new information that
needs to
be taught requited ™ore
learning In less time. He
also asked for better
use Of the newly developed
technology. Fm„ provided
a short historical
background of media In education
as a basis for his conception
of
present concerns. He emphasized
the role of the universities
In Implement-
Ing the needed advances In
media and technology.

In their review of media In

conjunction with teacher education,
Schueler and Lesser (1967) reported
many studies. They observed that
teachers tend to teach as they have
been taught and postulated that
If
media were used to teach them, they
would use media In their classes.
The authors expressed the hope that
more research would be conducted,
leading to valid generalizations.
Openshaw (1965), criticizing the

traditional teacher education programs,

discussed the gaps In professional

preparation when the content of courses was

contrasted with the emerging
knowledge about the field of education. He suggested that many means be

used to educate teachers so that they in turn

might make appropriate

selections of methods for handling persons, subjects

or substances.

Openshaw strongly supported the formulation of sets of

educational objec-
tives as well as performance skills. He urged the development of a

taxonomy of teaching performance skills and teacher behaviors.

All of

the studies on teacher education which this writer consulted emphasized

the individualization of Instruction. McCracken (1968) recommended

guidelines for in-service education that could pertain as well to pre-

service. He stressed individualization and tailoring of the program to

the personnel, Wallen and others (1969) were representative of the trend
 22
of many programs to train teachers
to prepare specific objectives.

Jenkinson (1968) reported the emphasis

on pre-service education pro-
grams for spearheading the many needed
educational reforms in the field
of reading. Her report concentrated on the current
developments in
teacher education, reading, and implications
for training reading tea-

chers. She discussed the many roles a teacher must fulfill

to be a
success in the classroom, and urged that a
process of self-awareness be
built into teacher education programs. LaGrone (196A) presented a pro-

posal for teacher education using instructional

units which appropriately

utilized new media for teaching the professional

curriculum. His guide-
lines were based on major behavioral objectives, an
organized statement
of content experiences, and multi-media instruction among
others.

In sum, the literature pointed to the pressure upon teacher

educa-

tion institutions to equip their students with the abilities to formu-

late educational objectives using appropriate sources, to devise or uti-

lize many different instructional approaches for meeting the objectives,

and to consider the individual learner at all times.

 chapter III

THE FEASIBILITY STUDY

Goals

The goals of the feasibility

study included the acquisition
of
knowledge, attitudes and skills on
the part of the learner,
as Mager
(1968) recommended. Emphasis was placed on openness
to all approaches,
new and old, in the area of language
arts, with the assumption that
this
openness would carry over to the other
curricular areas and would lead to
an expansion of the candidate’s
repertoire of presentation skills.
With
the development of a willingness to
try new and different approaches
it
was hoped that the students would realize
that there is no exclusive

solution to any educational problem, but

rather that there are a number
of viable alternative routes. From participation in the program should

also have come an awareness of the candidate’s

own learning and teaching
style, including pacing, sequence, and environment,
and the concomitant

understanding that one learning or teaching style is

not superior to an-

other. The program further sought to encourage the learner

to recognize

his own variety of preferences for materials and approaches.

Taba (1962)

has pointed out that some students learn more easily from reading a
book

that they have selected, or which has been recommended for them, than from

a lecture, while it is exactly the reverse for other students. Some pre-

fer looking at a television presentation; others prefer a live demonstra-

tion to any form of technical media. Some need a combination of presenta-

tions; the permutations are endless. It was likely that before entering

the program, some students were unaware that they had a particular learn-

ing preference or were Ignorant of the fact that not everyone shared their
 24

particular predilection. In sum, the program aimed at developing the

students attitudes toward learning and teaching styles as follows:

self-
awareness of preferences, acceptance of the validity of others;
willing-
ness to attempt more than one (even if this implies taking
a risk), and

commitment to seek and use them in multiplicity.

Since this study stressed what teachers should be able to

^ in the

context of the language arts, the goals included the abilities it was

hoped students would attain. Broad categories of abilities were defined

and later served as the basis for formulating the specific performance

criteria. The abilities were presented as a hierarchy or taxonomy of

teaching skills. That is, they progress from the simple to the complex

with the assumption that each higher level depends upon the accomplish-

ment, at least minimally, of the previous ones.

Krathwohl (1964) discussed the relevance of a taxonomy when con-

structing curriculum and recommended its use. Gagne' (1964, p. 39) af-

firmed that

When one sets out to identify capabilities, the sugges-

tion made by the evidence, early in the game, is that
these capabilities are arranged in a hierarchy. One
depends upon another, in the sense that learning any
one capability usually depends upon the previous
learning of some other simpler one. In fact, this may
be one of the most important generalizations one can
make about human learning.

Bloom (1956) recommended that knowledge, comprehension, application, anal-

ysis, synthesis and evaluation constitute the classification headings with-

in a cognitive taxonomy. The language arts study utilized Bloom s list in

composing its hierarchy of teaching abilities. The first level specified

that the student should be able to demonstrate proficiency in the language

 25
arts. That Is, the student should be
able to listen, speak, read,
and
write at a level commensurate with
his educational placement, or
his
pedagogical needs.

second level specified that a good

teacher should be able to
demonstrate the ability to analyze
within the language arts which skills
an act requires and whether or not
these skills are necessarily sequential.

In other words, the candidate was

expected to demonstrate a knowledge of

the process of each of the areas within

the language arts. The third
level aimed at the ability to assess
a student's level of development

and to diagnose his skills needs, using

both formal and informal proce-

dures. The abilities to recognize strengths as

well as needs, to com-

municate this information to the student, and to

keep the entire proce-

dure continuous rather than sporadic were included

in this level. This set
of abilities may be subsumed under one classification,
that of the ability

to diagnose. Cooper (1967) recognized the importance of this skill for

teachers, as did Tyler (1964), and both advocated that methods

diagnosis

be included in the education of teachers. Level four was divided into

two sections which dealt with multiple approaches and their selection.

Taba (1962) urged that students acquire a wide range of learning tech-

niques, not only for use in school, but after formal schooling.

Tyler concurred and added that the new developments which have been

added to content fields should be examined with the aim of finding valu-

able approaches for students. Therefore, the final levels of the hierarchy

consist of first having the student demonstrate a knowledge of the variety

of approaches and materials available to each area of the language arts,

such as linguistic, phonic, basal, programmed, experience. Individualized,

 26

and initial teaching alphabet (i/t/a) materials for teaching reading, and

second, having the student demonstrate the ability to select from the

many available materials and approaches, or to generate new ones to satis-

fy the needs of the students. Taba (1962) expressed the opinion that

varying expectations and varying pace were not as good solutions to the

problem of satisfying the needs of a heterogeneous group of individuals

as was providing a balanced variety in learning techniques. Cooper

(1967, p. 7) pointed out that "The more alternatives [a teacher] has at

his disposal, the more likely he is to be able to motivate students, find

proper methods of individualizing instruction, or organize his instruc-

tion to most efficiently achieve his goals." To summarize the taxonomy:

if a teaching candidate could demonstrate the ability to select or gener-

ate several appropriate approaches to satisfy a child's needs, the assump-

tion could be made that he had a knowledge of different approaches, could

diagnose a child's needs, had a knowledge of the process, and was, him-

self, able to perform the specified act.

itself.
Goals of the study Included those specified for the program

It was hoped that the program would provide an

overview of the content of

for constant
the elementary language arts curriculum, a structure
approaches in the
re-examination of the theoretical bases, content, and
the learner's future behav-
language arts, as well as provide a model for

It was also hoped that the program

would permit the participant to
ior.

behaviors, such as: pace his

achieve a number of unspecified but probable
specification of guidelines for
own learning appropriately (there was no
with different learning environments
pacing the performances), experiment
develop
approaches for his otvn learning, and
and materials, generate new
 27
a particular Interest
in the language arts,
leading to a more than
gen-
eral competence in the area.

Overview of the Curriculum

Although seventy performances

were specified In the
planning study,
and It was foreseen that many
more performances would be
generated for
the eventual full operation
of the program. It was
decided, because of
considerations of time, economics,
and experts' opinions, that
for the
p poses of the feasibility study
twenty-eight criteria would be
used.
These twenty-eight encompassed all
areas of the language arts with
the
exception of grammar. Moffett's (1968) view that grammar
should never be
separated from the other areas of the
language arts, but should be Incor-
porated appropriately Into reading,
writing, speaking, and listening ac-

tivities was Influential In this decision.

The areas of the hierarchy

constituted the general educational objectives

for the study; each per-

formance criterion (henceforth abbreviated

PC) contained the specific

evaluative procedures within each sub category

of the language arts. The
PCs were revised for the follow-up study,
and were designed to be revised

and expanded each semester.

Mary Alice Wilson designed and conducted the evaluation

of the

feasibility and follow-up studies for this program. (Wilson, 1970) She

requested specific feedback from each of the participants (raters, stu-

dents, and this writer) on each PC and instructional alternative, as well

as on the overall program. This feedback, which was incorporated into

the systems design of the overall program, was used throughout the pro-

gress of both studies, and is planned to be used as long as the METEP mod-

el is in effect. The general objectives remained the same for both studies.
 28

Each PC fell within the domain of at least one level of the hierarchy

(see Table I)

In September 1969 students were provided with a copy of the twenty-

eight PCs which they were expected to complete by the end of the semester.

They also received a packet describing the managerial process of the

program (Wilson, 1970) including a schedule of lectures, forms which had

to be filled out, and pertinent dates, locations, and information.

Although PCs were listed in clusters according to content and lectures

were offered in a different, chronological order, students were encour-

aged to organize their own sequence for attempting the PCs. The written

listing began with an examination of the different approaches to the

teaching of reading (PCs 1-12), with the basal eclectic materials first

(1-4) because of their widespread use in this country, "in some 95 per-

cent of our primary grades and in 88 percent of the middle grades" (Huck,

1967, p. 237). PCs dealing with reading skills, particularly those of

word analysis and comprehension (5-7), followed. The next six PCs con-

sidered other reading approaches in varying degrees of depth (8-12) ,

and

PCs 13-21 tested whether or not candidates could devise different kinds

of activities for the various language arts and design these activities

with a specific student population in mind. Included here, too, were PCs

varieties
guiding the candidates to areas and sources where information on

of materials and approaches could be found. Specific categories within

and spelling.
the content area included story-telling, creative writing

inserted before the

A PC examining proficiency in handwriting (PC 22) was
PCs 23, 24 and 25
resumption of more requests for alternative approaches.
drama, speech, and listening.
again stressed this category with respect to
 29

PC 26 sought to lead the candidate to explore the information available

on any topic of specific interest to him within the language arts; and

PCs 27 and 28 concentrated on assessing knowledge of the process of begin-

ning reading, stressing readiness and decoding. The performance criteria

selected for the study were conceived of as those required by generalists

in the field of elementary language arts. Not included in the study, but

in preparation for eventual operation, were performances expected of

specialists in the area. Raters of the students' performances actually

pilot-tested some specialist PCs. They were provided with criteria for

evaluating each of the performances and were involved in the re-specifica-

tion of both performances and criteria for the follow-up program.

The study was designed so that each PC would help accomplish at least

one level of the hierarchy of skills (Table I); part of the rationale

for each PC includes this assumption. The levels covered will not be

included within the body of each rationale; the reader is requested to

refer to Table I for this information. Table II contains a listing of

the PCs used in the feasibility study.

 TABLE I 30

HIERARCHICAL DISTRIBUTION OF THE PERFORMANCE CRITERIA

(Feasibility Study)

Levels Hierarchy

PC# Level 1 Level 2 Level 3 Level 4a Level 4b

1 X X X
2 X X X
3 X
4 X X
5 X X
6 X X X
7 X
8 X X
9 X X X
10 X X X
11 X X
12 X X
13 X X X
14 X
15 X X X
16 X X
17 X X X
18 X
X X
19
20 X X
X X
21
22 X
X X X
23
X X X X
24
X X X X
25
26
X
27 X
X X
28

Key;

Level 1 = Proficiency
Level 2 = Knowledge of process
Level 3 = Ability to diagnose
and approaches
Level 4a = Knowledge of different materials
approaches and/or material
Level 4b = Ability to select appropriate
 TABLE II
31

Listing of Performance Criteria Used in the

Feasibility Study *

PC 1. Comparing and evaluating three reading texts

2. Discussing basals (in small groups)
3. Administering an informal reading inventory
A. Grouping a class for reading instruction
5. Constructing a quiz to test comprehension
6. Devising three techniques for analyzing words
7. Taking a phonics test
8. Reviewing a linguistic reader
9. Transcribing and evaluating i/t/a
10. Describing five different materials for the language experience
approach to teaching reading
11. Conducting a survey of interests interview with a child
12. Demonstrating the use of three reading machines and/or kits
13. Designing one week's activities in language arts for a special
population
14. Selecting a personal professional library
15. Devising three methods of evaluating a reading objective
16. Observing and discussing IQ tests
17. Selecting a class library
18. Reading aloud
19. Describing three ways of presenting a story
20. Devising three activities for motivating creative writing
21. Outlining one formal and one informal method of teaching
spelling
22. Demonstrating legible writing on a chalkboard
23. Devising three dramatic activities
24. Describing three ways of achieving a speech objective
25. Describing three ways of achieving a listening objective
26. Constructing an annotated bibliography on one topic
27. Writing a paper on reading readiness
28. Writing a paper on the different approaches to beginning
reading

* See appendix for copies of PCs distributed to students for the feasi-
bility study. See Chapter IV for PCs used for follow-up study.
 Performance Criteria: Description and Rationale
32
For the first performance, candidates
were provided with evaluation
forms as suggested guides to their
examination of the teachers’ manuals
for three elementary reading texts. It was required that each text be

representative of a different publishing house. The three main areas

of investigation entailed appraisal of each
publisher’s stated purpose,
the approach used, and the content. These areas formed the framework

within which more specific questions were raised.

Candidates were asked
both to evaluate and to compare the three texts they had
selected. It was

also required that the texts be at the same grade level. The publishers

included their analysis of the reading process in their statement of

approach; the students, therefore became acquainted with the skills deemed

necessary. Since the skills and approaches delineated in the manuals

differ one from the other and include a wide range of opinions on the

intrinsic nature of the reading process (Chall, 1967), it was anticipated

that students would begin to appreciate the complexity of the problem

and to become aware that no one point of view monopolizes the truth. Addi-

tionally, it was hoped that students would discover that as Dechant points

out (1964, p. 204), ”No materials will fit all pupils in even one class-

room”, and that the more materials a teacher knows how to use, the more

likely it is that the students will benefit. The PC also provided the

opportunity for each candidate to explore the materials for the kind of

approach with which he felt most comfortable, and to consider different

approaches in the light of his own needs for teaching.*

* The form for the publisher’s comparison is included in the annendix,

as are all the forms handed out to the students.
 33
The second PC was designed as an expressive
objective (Eisner, 1969).
All of the students were required to attend and
participate in a discus-
sion of the value of basal readers in American elementary
schools. The
use of basal readers, as has been mentioned before, is
so extensive that

students who are preparing to teach must have some understanding

of the

approach. The question of the effectiveness of basals is one which read-

ing authorities continually debate. Olsen (1967) expressed the opinion

of one set of experts that the teachers’ guides provided with each basal

series offer teachers valuable information and suggestions for teaching

a program of skills. On the other hand, Veatch (1966) and Lee and Allen

(1963), representing an opposing point of view, urged that teachers avoid

a concentrated use of basals or any system which advocates only one set of

materials. Because of this controversy it was considered important that

the students in the language arts study have the opportunity to discuss

the issues involved with each other and with discussion facilitators and

also at the same time to share possible suggestions for varying the

techniques for basals in the classroom. Although this was designed as an

expressive objective, later consideration of this PC brought certain ques-

tions to light: if certain outcomes were desirable in this experience, did

this make it a measurable rather than expressive objective? Was a discus-

sion on any topic desired here? Or was this an instructional alternative?

This PC will be studied further.

For PC three each candidate was required to administer a pre-

constructed informal reading inventory to one child, and to complete the

score sheet for the test. The raters examined the score sheet to see if

it had been completed adequately by the candidate. Educators have

 34

recommended the use of this non-standardized tool in order to accumulate

information regarding students’ strengths and needs and especially to

assess their instructional level (Austin and Huebner, 1962). Dolch (1953)

offered suggestions to teachers for constructing their own informal read-

ing inventories (IRI) to help determine the level of difficulty a child

could manage. The language arts follow-up study changed this PC to

require that each candidate compose his own IRI. The one used for the

feasibility study was constructed by a graduate class in diagnosis of

reading disabilities. The students found that the experience of working

with a child on a one-to-one basis was probably as valuable as the test-

ing situation.

Candidates were asked to suggest an effective grouping of a class

for reading instruction as their fourth PC. They had access to simulated

class record folders (Cruickshank et aL, 1967), but they could elect to

use any class of their choice as their population to be grouped. The

performance tested the candidate’s ability to provide an effective organ-

izational structure for reading, given a description of a class, so that

the children’s needs could be met. Candidates were required to provide a

rationale for their goupings. An outline was provided in the packet

handed out at the beginning of the semester, which suggested a written

format. Unfortunately the outline carried Implications that a three-

group-system was the preferred arrangement although students were encour-

aged to use their own judgment. For the follow-up study the outline was

discontinued
more paragraphs
PC five called for the learner to select one or

construct a quiz containing

from one or more children’s texts and to
 35

seven questions to test a child's comprehension of the selected passages.

The students were given a suggested list of comprehension skills, so

that they could refer to this list when constructing the questions. They

were prohibited from including questions which could be answered with

"yes" or "no". The PC aimed at developing the ability to diagnose and

evaluate students' reading power. Melnik (1969) advised teachers to use

comprehension questions for both instructional and diagnostic purposes.

She cautioned, however, that as many open-ended questions as possible be

used so that thought, not "second-guessing the teacher", would be stimu-

lated in the process. This aspect was deemed crucial in the METEP

language arts study.

PC six involved the selection of a passage approximately ten

sentences in length from which the students selected words to be used in

three different lessons Involving word analysis. The candidates were

provided with a suggested form for a lesson plan and were asked to demon-

strate, in their plans, three different techniques for teaching word

analysis. It was hoped that through this procedure students would gain a

knowledge of the process of the decoding aspect of reading. Ousley and

Russell (1966) described six different methods for word analysis and

recommended that all of them be employed in the teaching of readxng.

Durkin (1970) devoted much space to a discussion of the various techniques

of word analysis. The students again were reminded in this PC of the

instruction,
variations among individual learners as to what was effective
or sight
some children learn most quickly by means of configuration

analysis; others rely on a phonic technique. Some need a structural

of sight word, phonics.

approach; others learn best through a combination
 36
structure, and context. The necessity for a teaching candidate
to be

familiar with many techniques could not be overlooked.

Only one PC consisted of a short-answer quiz. This was PC seven.

An attempt was made throughout the study to deal
with more than the first
level of Bloom’s taxonomy, to vary the evaluative
devices, and to per-

mit the students as wide a latitude of individuality as was

possible
within the context of each performance. Most of the PCs demanded no

preconceived "right" answers. However, many studies (Dechant, 1964)

have indicated that knowledge of the content of phonics was beneficial

for early reading, and Aaron’s (1960) findings demons-rated the need for

the acquisition of this knowledge during pre-service education. Durkin

(1965) devoted many pages of her book to a review of phonics content for

the teacher. In the follow-up study the quiz was revised and the PC

expanded to include methodology as Heilman (1969) and many others recom-

mended. However, for the purposes of the feasibility study, if the can-

didate demonstrated proficiency in phonic content, it was judged satis-

factory. All of the performances were designed to make the future teacher

aware of the never-ending nature of education. No performance was con-

sidered to be "terminal" in the sense that the learner could then stop

dealing with the subject matter. All of the evaluations were directed

at determining whether or not the candidates had achieved "enabling objec-

tives" (Ammerman et al, 1966) which would indicate that they were ready

to progress even further in their performance.

PC eight dealt with the linguistic approach, which is a fairly recent

approach to the teaching of reading; published materials based on this

philosophy were not available in any quantity prior to the past decade.
 37

Lamb (1967) provided an excellent background

and explanation of the lin-

quistic approach and pointed out (p. 54) that "the reading programs

developed by linguists deserve to be examined

objectively, and the appro-
priate elements of linguistic programs should be
put into classroom prac-

tice." To satisfy the requirements of the PC,

candidates selected a
text from a list they were given of those using a
linguistic approach

and described the linguistic features of this text as

distinguished from

any other approach.

PC Iritis was concerned with another recent development in reading

approaches. The initial teaching alphabet, or i/t/a, was new to most of

the candidates. It, too, was introduced within the past decade. There

have been many research studies reported on i/t/a (Kerfoot, 1967); in

most of them i/t/a compared very favorably with other approaches. To

demonstrate that he had an adequate knowledge of the approach the candi-

date was required to select one set of sentences (of about twenty words

in length) from a given list of five sets and to transcribe these sentences

from traditional orthography into i/t/a. He was, in addition, asked to

write two paragraphs discussing the issue of whether or not using i/t/a

with children who are beginning readers solves many problems in the teach-

ing of reading. Each student was expected to give at least three cogent

arguments supporting his position.

Managing a language experience approach to teaching reading was the

performance desired for PC ten. Since this procedure is reflected in very

few published materials, it was decided to have candidates demonstrate

the ability to handle a language - experience program by describing five

different materials which might be used in such a program. Students then

 38
had to further describe how
these materials .ight be
used with a group of
children whom they had selected.
Spltter (1967) compiled a
bibliography
of more than one hundred
references which students could
consult; the
naterlals did not have to be
originated by the candidate. Lee and Allen
(1963) stated that the basic premises
of this kind of program
are that
all of the language arts are
Interrelated and that reading, in
particular,
relates strongly to the others; that
while words by themselves have
no
inherent meaning, the reader responds
to words based on his own individ-

ual experiences. The authors Included a reference

list supporting the
Idea of an instructional program which
brings together reading, listen-
ing, speaking, and writing within the
framework of a child's experiential

background

PC eleven demanded that the candidate demonstrate

the ability to

conduct only one of a great many tasks necessary for

an individualized

reading program. Darrow and Howes (1960) discussed many facets of the

program, but agreed that the identifying components are the

different

organizational structures possible because of the principles upon which

the program is based. The possible groupings within the structure are

those such as: the child working and reading alone, the child and the

teacher in conference, the child and another child working together or on

a tutorial basis, small groups designated by the teacher to work on a

particular skill, small groups, self-generated because of a task or inter-

est base, large groups led by the teacher, large groups led by a child,

whole class led by the teacher or assembled to hear a presentation by one

or more children. All of these arrangements are an integral part of the

program on an ongoing basis. Veatch (1966) recommended including most of

 39
the above in each reading period. She also suiranarized the principles
of
individualized reading instruction as including:
self-selection, that
is, each child should be permitted to select from
many reading materials
the one with which he wishes to work; planning by students and teacher

together so that the children participate actively

in their own instruc-

tion; self-pacing, that is, there is no pre-set order,

rank, or a pace

for any given child, nor is there a clearly extablished

sequence of skills

for all children, self-evaluation as a continuous activity,

sharing of

one’s interests on a voluntary basis. Veatch (p.4) pointed out that this

kind of reading instruction depends upon "A variety of materials with

literary merit, the use of children’s own speech, in various ways, at all

age levels, the incentive factor of pupil-selected material, the teacher-

pupil conference on a one-to-one basis." As Smith (1967) added, this

kind of program cannot fail to be beneficial to children. Although it

requires more of a teacher than simply following instructions from a

manual, Duker (1968) warned that it is an error to regard this program as

impractical or unrealistic. He felt that (p. 10) "The essence of I. R. is

that this approach is a plan for taking into account all the kinds of

differences that exist among pupils." When the METEP language arts pro-

gram is in full operation, many more PCs will undoubtedly be available

for those students who wish to become proficient in using the individ-

ualized reading approach. The PC was expanded for the follow-up study,

but for the feasibility study the only act required of the students was

that they conduct interviews with children for the purpose of ascertain-

ing their reading interests and their degree of motivation for reading.

Thl' interview was a model for the first conference a teacher should
 AO
engage in for Individualized reading. A form suggested for use in this

interview was included in the students' packets.

PC twelve dealt with materials for use in a reading program,

but only

in terms of aiding reinforcement of specific skills. Candidates were

required to select three reading kits, machines or other devices from the

^sberxals available in the reading studxes office and demonstrate their

use. A list of the available materials was included in the students'

packet. Some of these materials were designed to help learners increase

their reading speed; some were tachistoscopic in nature and were therefore

helpful for correcting or guiding eye movements. It was hoped that future

teachers who might one day enter classrooms equipped with these devices

would become comfortable enough with the procedures so that they would be

able to use any new technological materials that would be of benefit to

their students. Shane and Mulry (1963) reported a dramatic increase in

both the use of and the interest in educational media on the part of

teachers

The only PC that dealt specifically with the situation of urban or

gifted or retarded children was PC thirteen. This PC did not attempt to

test specialist competence in this area, only a generalist introductory

capability of planning for a special population. Rather than deal with

any or every category which might be labeled "special" candidates were

asked either to select a description of a special population from many

such descriptions filed on the METEP reserve shelf in the library or to

provide their own description of a class containing a special population.

language
They then had to design a set of instructional activities for

arts for a period of one week. The activities were expected to be paced
 A1
and planned with the particular
needs of the specific children
In ™i„d.
In both Durr's (1967) and Frost's
(1967) books of readings, as well
as
In others, all of the experts writing
about teaching reading to special
populations agreed that organization,
methods, and materials need to be
tailored to the needs of the Individual
student. This PC sought to
acquaint the student with the problems
as well as solutions Inherent In

this 6(ducational setting.

For PC fourteen candidates were to imagine

that they possessed one

hundred dollars which they could spend on their

own personal professional
library. If the students demonstrated that they had used
a variety of

sources in selecting their library and had listed

periodicals as well as

books, it was considered that they had met the objective

of becoming

familiar with the professional literature in the field of language

arts.

PC fifteen aimed at the diagnostic and evaluative capabilities of

the

participants in the study. Students were given a list of reading objec-

tives and a class description form. After the candidate had described

a class, he was to select an appropriate reading objective and tell, in

detail, three ways of evaluating that objective. Lee and Allen (1963)

outlined the important steps of evaluation and stressed that evaluation

and grading are not the same. They reminded the teacher that evaluation

does not necessarily mean that a judgment has been made, but Implies a

continuous process of analysis and progression. They further recommended

that children should share in the process. It was hoped that the candi-

dates would select diverse activities so that they would realize the

necessity of using multiple means of evaluation, rather than relying on

one or few. Webb et al. (1966) made this point when they suggested the
 A2
use of unobtrusive measures
to supplement and
cross-valldate other means.
The PC was also designed so
that students would
consider the formulation
of objectives and would have
to narrow and specify
one objective from the
list of broad goals which they
were given. In addition
to Kager (1962)
Possien (1969) offered advice to
teachers on how to formulate
and evalu-
ate objectives. This performance
will be considerably expanded
when the
program is in complete operation.
It is planned that eventually
candi-
dates will be required to evaluate
many of their own performances.
PC sixteen was another expressive
objective. The whole area of
evaluative devices and how to use them
was thought to be of such impor-
tance that candidates were required to
attend a taped demonstration of an

individually administered IQ test and to

participate in a discussion of
IQ tests, their validity and usefulness.
A non-standardlzed Instrument,
the Dove Counter-balance intelligence
test was administered at the same

session to provide the candidates with more food

for discussion.

For PC seventeen the participant described a

class, using the form

supplied in the packet, and selected twenty-five books for

use as a

library in this class. The student also provided a rationale for each

book he selected. This PC aimed at testing a knowledge of children's

needs and interests in mind. Arbuthnot (1957) provided many suggestions

and information on book selection and on the wide varieties of children's

books available at this time. Shane and Mulry (1963) reported many

studies concerning children's literary preferences and the importance of

introducing literature into the classroom.

PC eighteen continued the investigation of children's literature,

but also tested the candidates' oral presentation skills. Students had to
 A3
select a passage from a children’s book
and read it aloud to one of the

raters. The raters observed such factors as voice

projection, variation,
tone, eye contact, fluency, and the ability
to project the meaning of the

passage. Although different kinds of teaching techniques were

encouraged
throughout the study, it was recognized that teachers
still rely heavily
on oral presentations in the classroom. They therefore needed to demon-

s^^^be these abilities during their pre-service education.

For PC nineteen presentation skills and children's literature

were

combined and the notion of variety was added i candidates were

required to select a story and plan three lessons, each presenting the

story in a different manner. Not only were the different methods of pre-

senting the story evaluated, but also their suitability to the story was

weighed. One of the factors in devising this PC was the understanding

that motivation is of tremendous Importance in the reading process. When

stories are presented in different and interesting fashions, children

become interested in reading these stories.

PC twenty required the candidates to describe, in detail, three dif-

ferent approaches for motivating creative writing. They were to design

these approaches for a specific class they had described on the form

provided for them. The students were Informed that they would be rated

on the diversity and appropriateness of the activities. The PC tested

the ability of the candidates to match learning activities with needs and

abilities of their pupils while at the same time valuing their pupils'

creativity. It was not required that the activities be original with the

candidate, but it was expected that the pupils would be provided with

options which would free their creativity. Applegate (1954) and West
 4A
(1967) reported many studies examining
the process through which
teachers
could motivate their students'
creative siting. Their attitude was found
to be of great importance. Shane and Mulry (1963) noted
numerous
categories which dealt with suggestions
for encouraging creativity
in
written expression.

PC twenty-one led candidates to

differentiate between formal and
Informal procedures for teaching spelling
and to generate activities for

both. They were given a list of fifty words

from which they were to
select twenty. They then had to describe one formal and
one informal set
of tasks for teaching these words. Shane and Mulry (1963) found the great-

est number of writings concerned with the

Improvement of spelling Instruc-

tion through better teaching methods. Books of readings In the language

arts such as Petty's (1968) and Leonard's (Leonard et

al, 1965) also

stress diversity, motivation and methodology.

PC twenty- two tested only the proficiency level of handwriting.

In

the follow-up this was expanded, but for the feasibility study
candidates

wrote two sentences on the chalkboard, one in manuscript and one in cursive

style. They were rated on legibility and consistency of form.

PC twenty-three represented a return to the task of devising alterna-

tive activities. As in PC twenty-one both formal and informal instruction

was exam.lned. Students again provided a description of a class for whom

the instruction was designed. They then had to submit plans for dramatic

activities for use with this class at least two of which were required

to be informal. Ward (1960) expressed the opinion that formal drama was

very valuable and conducive to unifying the subject matter of several

content areas. Spolln (1966) enumerated a number of questions to guide

 A5
decisions on choosing plays. She also specified guidelines
for procedures
for both formal and informal
presentations. The PC was designed to test
the candidate's ability to
utilize drama in the classroom.
It was assumed
that participants in the program
were more familiar with the
formal aspects
of drama than with the comparatively
new area of improvisation and
infor-
mal drama. Therefore the PC demanded the
investigation of this aspect.
PC twenty-four dealt with the
aspect of teaching oral communication

in the classroom. Students received a list of speech

objectives adapted
from the New York City Board of Education's
Toward Better Speech
The objectives were categorized into
attitude, voice, phrasing, tempo, and

practical application. Candidates were to describe a class, choose one

objective from the list supplied, and suggest three

alternative methods
for achieving the objective. Candidates were rated on the variety and

appropriateness of the activities. Speech was considered a very impor-

tant area within the language arts. Kerfoot (1967) reported studies

verifying the positive correlation between speech competence

and reading.

Shane and Mulry (1963) included reports of eighty-five studies in speech,

ranging from research on language development to suggestions for class-

room teachers.

PC twenty-five arranged for the same kinds of behaviors in the area

of listening that PC twenty-four had for speech. This time a list of

listening objectives was supplied, and three activities were requested

after the student had selected one objective. Sheldon and Lashlnger (1969)

cited summaries of investigations into the correlation between listening

and reading. Duker (1964) included many annotated references on the

effectiveness of oral as wel^ as written presentations and research in

 A6
the field. Shane and Mulry (1963) again reviewed many
aspects including
goals and general suggestions to teachers. The objective of the PC was
to test whether or not participants in the
study could identify the

listening needs of pupils and provide appropriate

means of fulfilling
those needs.

PC twenty-six was similar to PC fourteen in that

candidates were

required to compile a list of professional source materials.

In fact

these two PCs were combined for the follow-up. But for the feasibility

study students compiled a twenty-five item annotated bibliography

in any

area of language arts. Annotations were restricted to two sentences per

item. Diversity of source material and applicability to the selected area

were rated. It was anticipated that the students would avail themselves

of the opportunity to acquaint themselves with the Education Index, ERIC

(Educational Resources Information Center) microfiche materials, teachers'

guides, curriculum guides, periodicals, and texts, as well as films,

records, and other media.

Most of the PCs permitted the students to select children at any grade

level. Theoretically this was possible with PC twenty-seven too, but

practically, this PC was more concerned with the young child than with

the older one. It required a discussion of the statement: "Readiness for

reading Involves a combination of factors which a teacher of reading must

consider." Candidates were rated on the comprehensiveness and specificity

of the factors that they mentioned. The candidates were asked to consider

the complexity of the process of reading readiness and the controversy

between the effects of nature as opposed to nurture on readiness for

reading. Kerfoot (1967) reported a concentration on research into ways

 A7
of making Children ready
to read. A check list for reading
readiness
(Anderson, 1967, pp 206-208)
was available to the
students for their use.
expanded program It Is planned
that students will be asked
to
investigate and compare the
different theories of the
various schools of
thought concerning this vital
area.

PC twenty-eight echoed some of

the objectives of PCs one and
six.
For the follow-up, therefore.
It was Incorporated Into the
other PCs.
During the feasibility study
students were asked to write a
paper dis-
cussing the statement, "Beginning
reading Instruction must Include
proce-
dures for acquiring word analysis
skills and procedures for memorizing
whole words." The students’ familiarity
with several approaches was
tested here.

It was planned that more PCs would

be constructed for each component

of the language arts so that every

level of the hierarchy would be tested

for each sub-area. It was also decided that when the program
is expanded,

students will be permitted to choose not only

instructional alternatives
but also performance criteria.

Instructional Alternatives

Students were permitted to select whatever means of instruction they

thought would prove valuable to them in learning to accomplish any of the

required performances. For the feasibility study at least two instructional

alternatives (lAs) were constructed specifically for each PC. A lecture

was scheduled and presented for each PC as one alternative when it became

clear through direct feedback that students desired it. Students were

also given the option of attempting any PC without first receiving any
 48
instruction. Some students did take advantage
of this option (Wilson,

1970); a few used it as a pre-testing experience

to give themselves a

clear idea of what a PC entailed; others

were successful in passing the
PC on their first attempt. Wilson also
found that several factors influ-

enced the candidates' decisions as to which

lAs, if any, they would try.

Students varied considerably in their level of

previous experience with
children and with the specific subject matter. They also varied in their

risk-taking abilities and in their willingness to use

technological devices,
such as TV recorders. Each candidate was encouraged to devise a new

instructional alternative if he so desired, or if none of the

available
lAs suited his needs. In the follow-up more categories of lAs were

enumerated than in the feasibility study, but Wilson found, even in the

feasibility study, that students utilized combinations of those offered,

and added more. lAs even more than PCs were constantly revised and

expanded. For the feasibility study the most consistently offered lA was

the class lecture. Also offered were taped television presentations,

folders of selected relevant readings in the library, the general resources

of the education library, the opportunity to observe and work with

designated groups of children in the Mark's Meadow elementary school (this

is the laboratory school of the University of Massachusetts), a program-

med text (for PC seven, - teaching phonics content), filmstrips and records

(explaining the 1/t/a program), films, and discussions.

Suggestions

The expanded program will be described in chapter four. It was

developed directly from the comments of raters and students in the

 49
feasibility study, as well as from
whatever additional expert opinion
became available. More specific
information on students’ responses
to
each PC is Included in Wilson's
(1970) study.

On the whole, PC one accomplished its

purpose. It was suggested,

however, that the inclusion of a comparison

of all three texts be more

firmly requested. PC two was well received by the

participants. More
opportunities for discussion were desired.
Students enjoyed PC three
because it provided them with the opportunity
to work directly with chil-

dren. It was decided to revise this PC, however,

to specify that the

students construct their own informal reading

inventory so as to equip

them with this ability. PC four as it was designed did not communicate

clearly enough to all of the students that they had the

option of group-
ing as they saw fit. Too many of them thought they were being forced into

a permanent, three-group approach. Students also wished that they had

had real, rather than simulated, children with whom to work. Students were

confused by PC five's requirement of selecting a specific passage. They

were also Ignorant of the meaning of some of the listed skills and of

suitable techniques for questioning. Participants recommended that PC

six be reworded for clarity. They asked that PC seven test more than

proficiency although they recognized the importance of phonics in a read-

ing program. Most candidates valued PCs eight and nine, probably because

both introduced new approaches. It was suggested that PC ten be reworded

so that students understand more clearly what is expected of them. To

the extent that PC ten was meant to give candidates an insight, introduc-

tion, or overview of the individualized reading approach it was not

 50
successful. The candidates, however, enjoyed
conducting the Interview and
felt that they had learned much from
It about children and their
Interests,
but either an additional PC or
an addition to this PC would
be necessary
for our students to learn how to
manage such a program. Because profi-
ciency was the level stressed In PC
twelve, that Is, the ability to
operate
the devices, students lost sight of
the purpose tor which these materials

were designed. They also requested learning the

application of the devices
In the classroom. Students were generally satisfied with PC
thirteen.
Raters felt that the ability to provide continuity
in the week’s activi-

ties needed improvement, and suggested a rewording

of the task. PC
fourteen 's wording confused the students. They did not generally take

enough time to examine the items they listed. Raters again suggested

that PC fifteen be designed so that students would be

required to rewrite

the general ol?j active in behavioral terms. PC sixteen appeared to be

effective and worthwhile, as was PC seventeen. Students felt an enor-

mous value inherent in reading and considering many children's books.

Students and raters alike enjoyed and benefited from PC eighteen, but can-

didates believed that PC nineteen could be equally as valuable if descrip-

tions rather than lesson plans were called for. PC twenty needed to be

reworded to emphasize the eventual freeing of the pupil’s creativity

rather than the cleverness of the teacher’s motivating device. It was

found for PC twenty-one that asking a student to use an informal approach

with a prepared word list was logically inconslstant and confusing to the

students, since informal spelling implies the generation of the words by

the children during practical use. Participants recommended that the

 51
lists be eliminated.

Candidates almost unanimously agreed that PC

twenty- two was valuable.
PC twenty-three was also popular because
students became aware of the
different ways they might incorporate drama
into the curriculum. It was
suggested that rewording PC twenty-four might
encourage a more child-
centered approach than was elicited by the original
PC; many students

focused on the creativity of their approaches,

rather than their appli-

cability to the objective and to the target population;

the same comments

held true for PC twenty-five. PC twenty-six somehow confused profi-

ciency in the ability to compile book lists with knowledge of

a variety

of materials. Unfortunately, most students regarded this PC as a chore

and pointed out that they had had to compile numerous such lists during

the course of their academic experiences in the University. Most stu-

dents felt that PC twenty— seven was beneficial, but a few objected to it

the grounds that it required nothing more than a regurgitation of the

information found in the readings. They therefore recommended that

additional PCs, or this one, revised. Include some practical application

of the knowledge they had acquired. Finally, it was suggested that PC

twenty-eight be incorporated with others, and that a PC dealing with

grammar be added.

The candidates participated actively and enthusiastically in the

study. They reported in general that they felt very well prepared to

enter the classroom. They expressed pleasure at having learned about the

content, the many approaches to the teaching of reading and to the other

aspects of the language arts. They supplied valuable information in their

questionnaires and in numerous Interviews concerning the study, all of

 52
which was employed as input for
the process of revising
the curriculum
for the next semester. *

* For a description of the management of the program, see Wilson (1970).

 chapter IV

THE FOLLOW-UP STUDY: CURRICULUM

The feasibility study was

conducted with one hundred eleven
students
and seventeen raters. All of the •‘methods of language
arts** students
were Involved in the study. Raters
were almost all graduate students
who
wished to specialize in the language
arts. They undertook the rating of
the PCs as Independent studies. During the spring semester. 1970. the

follow-up study included only thirty

students. These undergraduates con-
stituted only one section of the methods
course. There were forty raters,
nine of whom were students who had taken
part in the METEP feasibility

study the semester before, and who wished to

further expand their know-
ledge in the field of language arts. The raters enrolled in a course

called, "Workshop in Language Arts", which was

designed as the manage-

ment component for the undergraduate performance-based

curriculum. Raters

were required* not only to rate PCs but to advise students,

to give informa-

tion and help on PCs, to devise lAs and to aid in expanding and revising

the curriculum. They met in a large group once a week and served as

advisors in the language arts office once a week. It was hoped by pro-

viding this kind of continuous service to the student that he would

receive advice, comfort, and a sense of personal identification in the

program. Raters performed specialist criteria by their participation

in the program.

In addition to expanding the specialist section of the study, the

instructional alternatives, too, were greatly expanded. Eleven categories

of lAs were assembled for almost every PC. The categories were

1. Lecture (live): Class lectures were scheduled in advance.

They Included time for questions and discussion.

 5A
2. Le cture (on tape): Lectures for each PC were available
on
audiotape. They could be listened to in
Room 2 at any time.
Room 2 was the language arts center in
the School of Education.
A rater was on hand to answer
questions.
L ibrary folder of readings:
folders were prepared and

constantly revised and expanded. They contained articles,

excerpts from books, and/or samples of

helpful materials.
4. Library browsing: suggested reading lists
were compiled for
those students who wanted to select and read
on their own.

They were free as well, to browse and select

their own

readings independent of any suggestions.

5. Informal discussion with the staff : raters were available on

a scheduled basis to give advice and information.

Informal di scussion with others: roommates, classroom teachers,

former students, other students, and children were

among the people who were suggested as possibly being

very helpful to students in terms of learning how to

successfully accomplish a PC.

7. Audio-visual materials: interesting and useful TV tapes,

records and film strips, slides, and other studio visual

I

presentations were assembled for most of the PC's. These

materials were located in Room 2 and could be checked out

and used in the Media Lab, located in Room 22 of the

School of Education. Someone was available to help the

students use the equipment daily from 9 A.M. to 2:30 P.M.

Individual arrangements could be made through the Media

 55
Center, Room 130, for use after
2:30 P.M.
8. Ob servation ; Students were advised to observe
the class in
which they would be student teaching.
This experience could
provide them with a frame of reference
for the PCs as well as

for student teaching. If, however, it was not possible to

visit and observe in their prospective

student teaching class,

they were invited to the Mark’s Meadow

observation corridor.
The observation corridor provides a view
through one-way glass

of all of the classrooms in the school. The glasses can be heard

as well as seen.

9. Practice . For those PCs where ’’practice" was a convenient lA,

students could make arrangements in advance to practice in

a

classroom. Again, their student teaching class was advisable.

Pretest ; If students believed that they could successfully

accom.plish a PC without using any instructional alternative, or

if they thought that attempting the PC would, of itself, consti-

tute a good lA, they could do so, and submit the PC for rating.

11. Other ; Students were encouraged to think of any other lA that

might help them to accomplish the PC. They were further Invited

to share their ideas with the staff.

The PCs themselves were revised and listed for the students. The

following is the revised list distributed to the students in the follow-

up study incorporating the suggestions which were made by students and

raters during the feasibility study.

 The Performance Criteria
56

P.C. 1. Given the Elementary Reading text

book section of the Education
Library

select three readers with their

a.
accompanying teacher's manuals.
Each reader must represent a different
publisher but all should be at the
same grade level. At least two of the following
approaches must be repre-
sented.

basal eclectic i/ t/a

linguistic programmed

phonic

b. evaluate each book and compare it with others,

using the follow-
ing guidelines for each book: (See appendix and note that this is a •

revised version of the one used in the feasibility

study).

P.C. 2. Given the opportunity to gather some background information

about

theories of beginning reading, participate in a discussion of these

theories and their practice in today's schools. Discussion schedules will

be posted. Select any of the instructional alternatives to provide your-

self with the necessary background information before attending the discus-

sion. Successful completion of P.C. 1 could constitute an I. A. for P.C. 2.

P.C. 3. Given the statement, "Readiness for reading involves a combina-

tion of factors which a teacher of reading must consider", given the oppor-

tunity to observe a child in kindergarten or first grade, and given the

following check list for reading readiness (see appendix)

a. write a short essay of not more than one typewritten page

developing the given statement.

 57
b. observe and describe a child, using the
check list as a guideline.
c. using the check list as your frame of
reference, devise one

activity in each area of readiness: physical, social, emotional

and mental to help meet the child’s readiness

needs. Submit
the completed check list with the activities.

P.C. 4. Given the opportunity to observe a class of

approximately twenty
children: (if possible select children from the class
in which you will

student teach)

a. assemble information you deem pertinent about fifteen of the

children.

b. recommend a grouping arrangement for reading for these fifteen

children.

c. specify whether this arrangement is for one lesson, one week,

one month, one semester, etc.

d. state a rationale for each group, as well as for the overall

arrangement

P.C. 5. Given the opportunity to collect an assortment of books at differ-

ent graded levels of difficulty, and given the opportunity to select a

child:

a. select a child (preferably from the class in which you will

student teach)

b. construct an informal reading inventory (preferably using the

texts available in the child’s classroom).

c. administer the informal reading inventory.

d. fill out and submit one of the following score sheets for each of
 58
the books you use. (See appendix)

P.C. 6. Given the following list of

comprehension skills:
finding the main idea

seeing sequence of ideas

recalling details

drawing conclusions

making inferences

predicting outcomes

differentiating between fact and

opinion
seeing relationships

ascertaining the author’s intent

describing the tone of a selection

describing the mood of a selection

classifying vocabulary

analyzing character

skimming to find a specific fact

reading to follow directions

reading critically to detect false reasoning

a. select one or more passages from children’s books, magazines,

newspaper articles, poems, etc.

b. devise ten questions, testing at least five of the skills of

comprehension.

c. indicate which skill each question tests.

d. include possible acceptable answers to each question.

e. devise only questions which require other than a "yes"'or Kno"

answer
 59
P.C. 7. Given the following passages from children's
books, each with
specific words underlined;

.^uf f lehunter called at the mouth of a little hole In

.
a green
bank and out popped the last thing Caspian
Mouse.
expected a Talking
He was of course bigger than a common mouse,
—
well over a
foot high when he stood on his hind legs, and
with ears nearly as
long as (though broader than) a rabbit’s. His
name was
Reenicheen and he was a gay and martial mouse. He wore
a tiny
^^apisr at his side and twir led his long whiskers
as if
they were a moustache."
(Lewis, 1951, p. 65)

"Under the ground in tunnels black .

The trains go forward and then come back.

Stop at stations lighted bright .

And take you safely home at night .

Under the streets the stores, the shops

, .

The subway train makes many stops .

It's fun to ride the subway train

It takes you there and back again .

(Bissett, 1968, p. 52)

"I hear," Casey said. "I don't know what all the fuss
is about. Heavens, you'd think 1 was a gragoni Oh well,
I'm not vJorried. When they realize how famous I'm becoming,
it will be a different story, you wait and see."
(Feagles, 1964, p. 80)

"It will take time to come back," said Tom.

"
That is right, Tom," said Mr. Logan.
"You will go with Mr. Adams to get the cattle ," Mr. Logan said to
Tom.
"Dan and I will be here.
"We will look after the ranches " (Chandler, 1966, pp. 10, 11)
.

"Meanwhile the dragon, a happy Bohemian lolled on the turf,

,

enjoyed the sunsets, told antediluvian anecdotes to the Boy,

and polished his old verses while meditating on fresh ones."
(Grahame, 1964, p. 18)

"The dragon was employing the interval in giving a

r amping-per f ormance for the benefit of the crowd. Ramping,
it should be explained, consists in running round and round
in a wide circle, and sending waves in ripples of movement
along the whole length of your spire, from your pointed
ears right down to the spike at the end of your long tail."
(Grahame, 1964, p. 44)
 60
a. describe a group of five children (preferably
from the class

in which you will student teach) in terms

of their needs in word

analysis, and their general level of development

and achieve-

ment.

b. select one appropriate passage from the above,

or construct

or select one from any source of your choice.

c. select at least two words which you can use as the basis
for a

word analysis lesson.

d. describe three approaches, techniques, or devices for teach-

ing analysis of the words you have selected to the group you

have described.

P.C. 8. Given the statement by Jeanne Chall "that a code-emphasis

method. . produces better results" (1967, p. 307) in terms of beginning

reading, and given the fact that perhaps the most often considered

approach to decoding is the phonics approach, and given a phonics test:

a. pass the phonics test with a score of 70% or above.

b. write a paper (or prepare an oral presentation) in which you

either defend the phonics approach as the only appropriate

approach or present arguments showing that other methods may

be as appropriate, ^ a paper detailing why you disagree with

Jeanne Chall 's statement.

P.C. 9. Given the following three passages:

I came to ask for something, my wife is very unhappy. You see,

we live in a very small house. If you could get me a big house,
this would make my wife happy.

Ricky jumped up and put both hands in the pockets of his blue
 61

jeans and started toward the barn. Spot woke up, stretched
one leg, then the other, and started after him.

In a pond in the woods lived a turtle. One of the things the

turtle liked to do was to sit on a rock in the sun. He
liked
to look at the pretty trees too. He also liked to look at the
birds flying in the sky.

and given the following statement:

"i/t/a solves many problems in the teaching of reading."

a. select one of the given passages and transcribe it into i/t/a.

b. compose two typewritten paragraphs commenting on the quoted

statement. (You may agree, disagree, or remain neutral.)

P.C. 10 Given sets of Linguistic readers, such as Harper and Row,

Merrill, S.R.A. Bloomf leld-Barnhart , Sullivan and Miami, and using

categories such as philosophy, vocabulary, use of pictures, content,

or others:

a. select at least two texts to examine.

b. distinguish and describe the features of a reader which uses

the "linguistic approach."

P.C. 11. Given the statement: "Reading is concerned with words that

arouse meaningful responses based on the individual experiences of the

learner" (Lee and Allen, 1963, p. 2)

a. describe a group of five children (preferably from the class

in which you will student teach) in terms of each child’s

personality, interests, reading level, and reading needs.

b. describe three activities for these children to engage in, as

part of the experience approach to teaching reading. Be very

specific in your descriptions of the activities. Each activity

 62

must represent a different category of experience,

c. provide an explanation of how each of the activities

you
recommend relates to reading.

P.C. 12. the statement. Individualized reading is not recrea—

tional reading, is not a tutorial approach and is not unstructured, but

rather is a carefully planned approach for teaching the skills of reading

based on the principles of self-evaluation":

a. explain the three principles.

b. describe a plan for a one hour session of reading with

approximately thirty children, using the Individualized Reading

Approach.

P.C. 13. Given a collection of packaged publishers’ kits (such as S.R.A.

and Random House) and machines used for reading (such as tachistoscopes

and controlled readers)

a. demonstrate the use of three of the available machines and/or

kits.

b. describe a situation or context within which each of the three

selected kits or devices could be used.

P.C. 14. Given descriptions of classes, each containing a "special

student population (such as a gifted, retarded, physically handicapped,

emotionally disturbed, urban, rural):

a. select one of the given descriptions or one of you own.

b. supply one typewritten paragraph summarizing the description

of the class you have selected.

 63
c. design five consecutive lessons in reading
or any of the

language arts especially suitable for this

class. The lessons
must bear a relationship, one to the other,
and be appropriate

in pacing and sequence as well as content.

P.C. 15. Given a tour of the Education Library, and the

opportunity to
browse and read:

a. select ten journals (not specific articles),

professional texts,

and other materials available in the library dealing with

the

language arts.

b. '^ite (or report orally) what each of the ten selected materials

has to offer of specific interest to you. (Diversity of sources.

and the ability to establish relevance will be rated)

P.C, 16. Given the form for describing a class, and given the following

list of reading objectives (see appendix):

a. describe a class of approximately twenty children.

b. select one of the above reading objectives, and narrow it

to a specific objective pertinent to the needs of this class,

a group in this class, or a particular individual in this

class

c. describe three alternative methods of evaluating the attainment

of the objective.

P.C. 17. Given the date March 17, at 1:30 P.M. in Room 226, for a

demonstration of IQ testing:

a. attend the demonstration

 6A

b. complete and discuss the Dove IQ test. This is an expressive

objective, and has no lA's.

P.C. 18. Given the appended form for a class description and given the

opportunity to visit a children's library:

a. describe a class of approximately twenty children.

b. select twenty- five books appropriate for this class' library.

c. provide a brief rationale for the choice of each book.

P.C. 19. Given the opportunity to visit a childre-'s library, and given

the appended form for a class description:

a. describe a class of approximately twenty children.

b. select a story appropriate for the class or group in the class

c. describe three different, appropriate (in terms of the

children, and of the story) ways of presenting the story to

the children. You may use any media, materials, or techniques

of your choice. Use techniques in addition to or other than

simply telling or reading the story.

P.C. 20. Given the opportunity to visit a children's library:

a. select a passage from a book that seems interesting for

children, and which you believe to be suitable for reading

aloud.

b. prepare to read the selected passage aloud.

sign up on the schedule sheet posted outside Room 2 for an

c.

appointment to read your selected passage aloud. You will be

vocal
rated on your eye contact, variation of facial and
 65

expression, and your fluency in reading the selection.

P.C. 21. Given a form for describing a class, and given the following

paragraph defining creative writing:

Writing starts from ideas - and children are full of ideas.

Creative ideas are those we believe in so strongly that they
pound the inner door to be released. It does not matter whether
a teacher assigned the writing or we assigned it to outselves:
if we feel it, we can be taught to write it. Writing without
feeling is anemic and bloodless, and the writer has no pride
in it. Creative writing, then, is writing that pushes itself
out of a bed of ideas. (Applegate, 1954, p. 1)

a. describe a class of approximately twenty children.

b. describe in detail three activities aimed at motivating

this class, or a group in this class to write creatively.

The activities must specifically be aimed at freeing the

child's creativity. Do not substitute clever teacher - made

devices for this criterion.

P.C. 22. Given the form for describing a class and the following

spelling goals:

To help each child learn to spell correctly the words he

has occasion to use in his writing.

To create an interest in correct spelling; that is, to

promote a feeling of pride in the ability to spell correctly

the words used in individual writing.

so that he
To help each child to form correct study habits

cnn attack spelling problems independently.

children.
a. describe a class of approximately twenty
in spelling for
b. outline one week's appropriate activities

class. When
this class, or for a group in this
 66

applicable, include the words you will teach.

P.C. 23. Given the form for describing a class, and the following
list
of listening objectives (see Appendix).

a. describe a class of approximately twenty children.

b. select a listening objective appropriate for the class

or a group within the class.

c. describe two approaches or activities for achieving the

objective.

P.C. 24. Given the appended form for describing a class, and given the

following list of speech objectives adapted from the New York City Board

of Education Curriculum Guide, Toward Better Speech ; (see Appendix).

a. describe a class of approximately twenty children.

b. select an objective from the list, or devise one of your

own, appropriate for this class or a group within it.

c. describe three alternative approaches for achieving the

selected objective.

P.C. 25. Given the form for describing a class, and the statement.

"Informal and formal dramatics may be used effectively in the schools as

a vehicle for presenting material in all curriculum areas."

a. describe a class of approximately twenty children.

b. design two dramatic activities, at least one of which

is informal, illustrating the given statement.

approach
P.C. 26. Given the following paragraph describing the Linguistic

to teaching grammar (Roberts, 1966, pp T7 ,

T9):
 67
Generative transform grammar contains both
a syntactic component
and a phonological component. The syntactic component contains
such matters as words and parts of words
and their arrangement
In sentences. It contains what Is conventionally
thought of as
t e content of grammar - nouns
and verbs, subjects and objects
number and tense, prepositional phrases and ’

relative clauses
The phonological component describes the
sound structure of the
language; It Is composed of the rules for
pronouncing English...
It may be said that the grammar of English (or
of any language)’
Is now thought to be best viewed as a small
set of sentences,
called kernel sentences, plus a set of rules for
transforming
these Into more complicated structures. Given
a finite set of
kernel sentence structures plus a finite set of
transformational
rules, we can generate Infinitely many sentences. Including
Infinitely many never produced before. The working out of
the
precise nature of the kernel structure and the precise nature
of the transformation rules Is the task of the grammarian.

a. compare this approach with a traditional approach In terms of

Its Implications for elementary classrooms. (In two type-

written pages or less)

b. suggest two activities, other than using a grammar textbook

In which grammatical principles can be communicated to children.

P.C. 27. Given a chalkboard and chalk, demonstrate a lesson (of no more

than five minutes' duration) teaching one aspect of handwriting. In

either manuscript or cursive forms. (You may schedule yourself for this

on the slgn-up sheet outside Room 2)

Wilson (1970) evaluated this program. Again the students responded

with enthusiasm about the amount of material they felt they had learned.

The specialists were particularly pleased with the depth of Information

they had gained, and with the varieties of performances In which they had

engaged. It should be noted that criteria for rating the PCs were

distributed to both raters and students In the follow-up program; In the

feasibility study only raters received copies. These and all other
 68
materials handed out to the students appear
in the appendix. It Is
hoped that progress will continue to be made
In revising and expanding

the lAs. The next Important step will be to expand

the number of PCs
and to permit the students to choose from
those offered. See Table III
for the hierarchical distribution of PCs In
the follow-up study.
 TABLE III
69

HIERARCHICAL DISTRIBUTION OF THE PERFORMANCE

CRITERIA

Follow-up Study

Levels of Hierarchy

PC // Level 1 Level 2 Level 3 Level 4a Level 4b

1 X X X
2 X X X
3 X X X X
4 X X X X
5 X X
6 X X
7 X X X X
8 X X X
9 X X X
10 X X
11 X X X X
12 X X X X
13 X X X X
14 X X X X
15 X X
16 X X X X X
17 X X
18 X X X X
19 X X X X X
20 X
21 X X X X
22 X X X X
23 X X X X
24 X X X X
25 X X X X
26 X X X
27 X

Key :

Level 1 = Proficiency
Level 2 = Knowledge of Process
Level 3 «= Ability to Diagnose
Level 4a = Knowledge of different materials and approaches
Level 4b = Ability to select appropriate approach
 CHAPTER V 70

COMMENTS

The language arts studies, feasibility and follow-up, were models

for future language arts programs at the School of Education. Much was

learned from these studies, and it is hoped that the learning process

will continue. In fact, one of the most successful aspects of the pro-

gram was its adaptability to the needs of the students and its acceptance

of students’ ideas for change, which were implemented willingly and

immediately. The direction which the program will take in the future

is seen to be toward offering the participants some choice as to which

performances they will master. This necessitates the construction of

many more tasks in each area so that students may select vertically and

horizontally if they so desire. The PCs will eventually be available on

a one-at-a-time basis for any student (including a freshman) to attempt

at any time, with a specified number required for graduation.

Although more specific information can be found in Wilson’s (1970)

study, consensus (as determined by interview and written report) was that

the feasibility and follow-up studies accomplished the goals. Students

consistently reported their attempts to use many approaches during their

student teaching experiences. Some students expressed frustration at

the
not being able to try some of the ideas they had learned during
during
study, but stated their determination to remedy the situation

their teaching careers. Admittedly, a few students found it difficult

"worked," another should be

at first to understand why if one approach

of instruction was
tried, but having the knowledge of multiple means

accepted as valuable by all participants. All of the students became

 71
aware of, and many tried to expand
their learning styles. Most partici-
pants thought that the performance
based curriculum was a noticeable
Improvement over the traditional methods
course, and that they had learned
more In this kind of "course" than
would have been possible the other
way. Many candidates, however, confessed
that this kind of system

required much more work on their part

than any other.

The instructional alternatives were not

tested as extensively as
was hoped. Most students attended lectures or used
the library folders,
or combined the two methods. Some candidates listened to the audio

tapes; very few used the television tapes or any

other audio-visual media.

Most of the participants talked to raters or others,

but many who did

this did not list it as an lA. probably because they were unused to
,

considering this kind of activity as a legitimate instructional

device.

Perhaps a ser4.es of scheduled television demonstrations would encourage

more students to avail themselves of the media alternative. If the

problem was lack of experience with the medium or reluctance to handle

equipment, the idea of the scheduled demonstrations might alleviate the

situation.

The program succeeded in providing an overview of the elementary

language arts curriculum. It remains to be seen whether or not it

succeeded as a model for future behavior.

The systems approach of input, process, output and feedback which

was utilized in the studies encouraged questions for future research. All

of participants, students, raters, designers and evaluators, were involved

in a continuous process of examination and discussion of the program.

Other investigators have suggested areas for research such as the effect
 72
of what the student has learned on his
future behavior, the conditions

of learning, and their generalizabllity

, media and its use in teacher

education, and specific language arts content. All of the findings in

above research endeavors would be of use in continuing

the revision of

the METEP language arts model.

Suggestions for Future Research

Glaser and Reynolds (1964) observed that studies should be con-

ducted concerning the (p. 49) "long-term relationships between the kind

of thing the student is taught and the way he is eventually required to

behave in our society or in his job..." Future investigations should

therefore include evaluation of the student-teaching and professional

behavior of participants in the performance-based curriculum. Do teachers

educated in this fashion provide more options for their pupils? The

question of how change occurs in the schools could also be included in

this kind of research. With former students as the subjects under con-

sideration, variables such as varieties of activities offered in the

classrooms, openness to pupils' differences, provision for individual-

ization and competence in the subject matter should be studied.

Other areas for future research have been suggested before in this

work. Certainly one very fertile topic is that of aptitude treatment

interaction. Cronbach (1967) suggested that we need data on learning

rates under instructional conditions. Briggs (1968) conjectured that

research into the unique patterns distinguishing one student's learning

style from another's would yield data accounting for most of the variance

between one learner's achievement and another. Briggs recommended more

 73

inquiry into the possibilities of adapting media to

learner-differences.

Pressey (1963) suggested , attempts to insure better use and formulation

of auto-instructional devices. Schueler (1967) too, called for more

exper imeiitation V7ith use of media, and more careful consideration of

the

variables within each study. Williams (1968) listed a number of areas

for future research pertinent to a program employing instructional alter-

natives. He suggested investigation of which agents vjould be most effec-

*

tive for giving feedback, knowledge of results, or reinforcement, i.e.

the teacher, the device, fellow students, etc. He also wanted inquiry

into how a well— designed instructional-media device be provided with

built-in creativity developmental techniques, and hov; media can be designed

or used to permit an open system which encourages multiple approaches

and divergent thinking about information being transmitted. Williams

also raised the question of how instructional media and students inter-

act in terms of the production of skills relevant to established academic

school curricula. Another question to be answered v;ould be, "Is learner-

choice as effective as prescribed choice of instructional alternative?"

Further inquiries into each of the specific content areas within

the language arts must continue so that teachers and students can con-

tinue to itriprove their communication skills. Some areas particularly

open to further investigation are those involving language acquisition,

the issues of incidental versus pre-planned instruction; are both equally

effective? Traditional versus transformational gramm.ar, form.al versus

cieativ
informal approaches to spelliiig, handvjriting and other subject.s,

maze of studies
ity and the' place for conformity to rules, and tbc v^bole

involving beginning reading are issues inviting a host of questions.

 74
Research in the areas of handwriting, grammar and
spelling should also
look into the relationship between techniques
of teaching and student

achievement in writing tasks, rather than on tests.

For research relative to teacher education, it would

be useful to

learn whether or not success in a program such as the

performance-based
curriculum is affected by educational background of the students.
It

might be valuable to seek information on the relationship, if any,

between the speed with which a student completed the PCs, or the pacing

patterns, or sequence, or kind of lA taken and the success of a student

in the METEP study. The hierarchy, too, ought to be scrutinized. Are

the skills dependent on each other? What is the minimal level of perfor-

mance required? Should a fifth step, evaluation, be added? Or does

diagnosis imply this? If so, should diagnosis and approach be a circular

procedure, in other words, diagnose, select approach, evaluate-diagnose,

select an approach, ad infinitum? How many PCs should future students be

required to select? Should some PCs carry more credit than others? Which

PCs, if any, are intrinsically more valuable than others? Has the level

of competency been set realistically? All these and many more questions

must be investigated. One of the major values of the program lies in its

built-in commitment to continued investigations, evaluations, and change.

It is hoped that this model will produce a new kind of education, open to

improvement, welcoming new ideas.

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 80

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 81

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 83
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 84

appendix

This appendix is arranged so that

all information distri-

buted to the students appears in the same

order as the Feasi-

bility Study PCs. That is, handouts for PC 1 are first, with

the Feasibility handout appearing before

the Follow-up handout.

Please consult the Table of Contents for page

numbers of specific

pieces of information. The appendix contains all forms and infor-

mation referred to in the main body of the dissertation.

 METEP
Reading and Language Arts 85
Performance Criteria

PC 1 Select 3 readers, each published

by a different company and
complete the evaluation form for each.
Each reader must be on
the same grade level.

PC 2 Participate in a discussion of the value

of basal readers In
toerican Elementary Schools. Attendance will
be taken (est.
time: 1 hr.)

PC 3 Administer an informal reading inventory to

a child, and score
the inventory on the score sheet supplied.
Submit the score
sheet to a rater.

PC 4 You will be given a description of a class. On the

basis of
the information supplied, group this class reading
instruction
and supply your rationale.

PC 5 Select paragraphs from children's readers and construct a

quiz
containing seven questions. Each question must test a different
comprehension skill. You may select any seven of the following:
finding the main idea, seeing sequence of ideas, recalling details,
drawing conclusions, making inferences, predicting outcomes,
classifying, differentiating between fact and opinion, selecting
and evaluating information, forming ah opinion on information
given, seeing relationships, ascertaining author's intent, tone,
and mood. Do not include any questions answerable by "yes" or 'ho".

PC 6 Choose a selection from any child's book, ten sentences in length.

Underline at least three words in the selection. Write three lesson
plans, each demonstrating a different technique for teaching how
to analyze the underlined words in this passage.

PC 7 Successfully pass, with a grade of 70% or above, the administered

Phonics test.

PC 8 You will be given a reader from a linguistic series. Distinguish

what features make this a linguistic reader. Note control of
vocabulary, "irregular" words, use of pictures and content. Submit
no more than one typewritten page.

PC 9 You will be given two sentences written in t.o. (traditional

orthography). Transcribe these sentences into i/t/a and write two
paragraphs agreeing or disagreeing with the following statement:
"Using i/t/a with beginning readers solves many problems in the
teaching of reading." You will be rated on the specificity and
number of valid rationales you provide.

PC 10 Describe a class (using the form supplied). List five different

materials for use in a language - experience reading approach.
Describe in detail how you would use them.
 -
86
PC 11 Conduct an initial interview with
each of three children for

reL?n«'’°'Fin
reading. attitudes toward
ort'^h'"?
Fill out the information sheet and
submit It to a rater.
PC 12 Select three devices and/or kits
from the list located in the
office in Montague House. Make
hav»^“®
have an appointment
FF^-^ntment to
your demonstration rated.

PC 13 ^ description of a class containing

the special population
of^v^
of your choice. Design one week’s instructional
this class.
activitiL for
You will be rated on your objectives,
your originality

zht:/ " - the^ppropr?at:i^:r

PC 14 Imagine that you have $100.00 to spend on

your personal reading and
language arts library. List your selections and
make a comment,
one sentence in length, on your reason for making
each expenditure.
You may select professional tests, as well as one-year
subscriptions
to journals. Submit your list to a rater.

PC 15 Describe a class of 20 children (using form supplied).

Select
one reading objective from the list supplied and present three
alternative methods of evaluating the objective.

PC 16 Watch a taped demonstration of an individualized Intelligence

test, and take the Dove IQ Test. Participate in a discussion
afterward.

PC 17 Describe a class of approximately 20 children on the form

supplied. List 25 books appropriate for a library for this class.
Supply a short rationale for each selection. Submit this list
to the rater.

PC 18 Select a passage in a children's book. Prepare to read it orally.

You will be required to read the selection out loud, as though to
an audience. You will be rated on your eye contact, variation of
vocal and facial expression and your fluency in reading the
selection.

PC 19 Select a story. Write three lesson plans. each describing a different,

appropriate way of presenting this story to children. You may use
any media, materials, or techniques of your choice.

PC 20 Describe a class of 20 children on the form supplied. Write three

lesson plans, each using a different activity aimed at motivating
creative writing. You will be rated on the originality, diversity,
and appropriateness of your plans.

PC 21 You \d.ll be given a list of 50 spelling words. Select 20 of these,

and describe one formal and one informal approach to teaching these
words. You will be rated on the comprehensiveness and originality
of your approaches.
PC 22 7
You will be given two sentences
of 10 words each
your ability to write leelhlv ^n °‘^"'°nstrate
*

on the chalLoard.
rated foremost on leeibiUtv
partly on spacing
j
and formation of letters.

PC 23

informal. You will be rat-pH wnicn are

rated nr.
on the appropriateness,
^
ana 4 *. r orlginalitv

PC 24 Describe a class of 20 students using

the form supplied. Select
an appropriate speech objective from
the list supplied and describe
three alternative methods for achieving
the objective. You will
be rated on the specificity of your
description, the appropriate-
ness of the objective and methods, and
the originality of methods.

PC 25 Describe a class of 20 students on the form

supplied. Select
an appropriate listening objective from the list
supplied, and
describe three alternative methods for achieving
the objective.
You will be rated on the specificity of your
description, the
appropriateness of the objective and methods, and the
originality
of the methods.

PC 26 Compile an annotated bibliography of 25 items on a topic of

your
choice in any area of reading or language arts. You will be rated
diversity of material and applicability of the references in
the bibliography to your topic. Restrict your comments to two
sentences per item.

PC 27 You will be given the statement, "Readiness for reading involves

a combination of factors which a teacher of reading must consider".
Write a paper no more than three typewritten pages in length
developing this statement. You will be rated on specificity and
comprehensiveness of the readiness factors.

PC 28 You will be given the statementj "Beginning Reading Instruction

must Include procedures for acquiring word analysis skills and
procedures for memorizing whole words." Write a paper of no more
than two typewritten pages in length either defending or attacking
the statement.

(
 88
The following lAs were offered
in the feasibility study in
a lecture for each PC. addition to

PC 1 Library examination of materials,

especially teachers' manuals
in the elementary textbook section >
of the Education library.
PC 2 This was an expressive objective,
and contained no lAs.
PC 3 Practice in classroom*
TV tape demonstrating the administration
of the informal
reading inventory.

PC 4 Library folder of reading materials containing

descriptions and
rationale for different kinds of grouping
Observation in the classroom*

PC 5 Library folder containing articles on reading

comprehension,
questioning techniques, and discussions of levels
of questioning
(Bloom s taxonomy)

PC 6 TV tapes containing sample five-minute demonstrations

of word
attack techniques.

PC 7 Programmed text on phonics (Robert Wilson, Programmed Word

Attack for Teachers ) Library folder containing articles on the
teaching of reading by the phonic approach, plus information on
phonics content.

PC 8 Library folder of articles discussing the linguistic approach.

PC 9 Library folder of i/t/a manuals, materials, and articles,

presenting different points of view about i/t/a
Filmstrip and record published by i/t/a describing the program.

PC 10 Film, Skippy and the Three R's demonstrating the experience

approach to teaching reading.

PC 11 Library folder of sample individualized reading lessons and

discussions of individualized reading.
Books on reserve in the library:
A Practical Guide to Individualized Reading (N.Y.C. Board
of Education) Approaches to Individualized Reading (Darrow
,

and Howes)

PC 12 Individual practice in the reading studies office on a self-

scheduled basis.

*for all observation and practice lAs sign-up sheets were available in
the Mark's Meadow elementary school.
PC 13 89
Observation in classes*
Library folder containing descriptions
of special populations
PC 14 Browsing in the library

PC 15 Library folder containing excerpts of

articles presenting
varied points of view on, and suggestions
for different
evaluative techniques.

PC 16 No lAs. This was an expressive objective

PC 17 Library reading list of professional texts

on children’s

PC 18 TV tape demonstrating effective presentations

of stories.

PC 19 Same TV tape as for PC 18.

PC 20 Reading list of professional texts dealing with creative

writing
Observation of creative writing lessons*

PC 21 Reading list of professional texts dealing with spelling.

Observation of spelling lessons*

PC 22 Packet of materials from various publishers containing charts

illustrating handwriting and suggesting handwriting lessons.
Self-directed practice

PC 23 TV tapes demonstrating informal and formal dramatics in the

classroom

PC 24 Reading list of professional texts dealing with speech

PC 25 List of listening objectives for self-study

PC 26 Library browsing

PC 27 Reading list of professional texts on readiness

Observation in kindergarten and first grade classes*

PC 28 List of professional texts on beginning reading

TV tapes demonstrating lessons in beginning reading
 DESCRIPTION OF INSTRUCTIONAL ALTERNATIVES 90

Follow-up Study

Observation, practice, and discussions were

offered for each PC.
Included here are instructional alternatives
in additions to those
offered during feasibility:

PC 1 Audio tape describing different publishers'

materials.
Library folder containing descriptions of different
publishers' approaches, and articles expressing
different
poirits of view about the different approaches.

PC 2 The same lA's were offered for this PC as for PC

1, even
though it was teraed an expressive objective.

PC 3 TV tape of Sesame Street" was added to the lA's on readiness

(formerly PC 27).

A folder of readings was compiled, dealing with readiness

exercises for aiding readiness, and different points
of view regarding the nature— nurture controversy.
Audio tape discussing readiness was added.

PC 4 Audio tape discussing the purpose of reading groups, dif-

ferent kinds of groups, and ideas for grouping arrangements.

PC 5 PC 5 was now the informal reading inventory (formerly PC 3)

Audio tape discussing informal reading inventories and how
to administer them.
Audio tape of an informal reading inventory administered to
a child.

PC 6 This was now the comprehension PC (formerly PC 5)

Audio tape discussing comprehension skills, questioning tech-
niques, and the application of Bloun's taxonomy to the PC.

PC 7 This was formerly PC 6.

Audio tape discussing word analysis and various techniques
for teaching it.
Games and devices to serve as samples of teaching techniques
for word analysis.
Folder containing information and materials on word analysis.

PC 8 This was formerly PC 7

Audio tape discussing phonic content and the phonic approach
to teaching reading.

PC 9 Audio tape discussing i/t/a.

PC 10 This was PC 8
Audio tape discussing the Linguistic approach
to teaching reading.
PC 11 This was PC 10. 91
Audio tape discussing the Experience approach to
teaching
reading.
Samples of Experience books for students to examine.
Folder in library, containing information about the Exper-
ience approach.

PC 12 This was PC 11.

Audio tape discussing individualized reading.
TV tape demonstrating a classroom using this approach.

PC 13 This was PC 12.

TV tape demonstrating use of kits and machines.
Library folder containing manuals for using the kits and
machines

PC 14 This was PC 13.

Audio tape discussing special populations and giving ideas and
principles for working with different kinds of children.

PC 15 This was a combination of PC’s 14 and 26.

No new lA's were offered.

PC 16 This was PC 15.

Audio tape describing the process of evaluation and suggestions
for techniques of evaluation.

PC 17 This was PC 16. It remained an expressive objective.

PC 18 This was PC 17
Audio tape discussing children’s books and children’s interests
and giving suggestions for book selection.
Library folder discussing the same as above.

PC 19 Audio tape describing different techniques for presenting

stories
Library folder describing different techniques for presenting
stories.

PC 20 This was PC 18.

Audio tape demonstrating and discussing how to read and tell
a story.

PC 21 This was PC 20.

Audio tape discussing creative writing and its motivation.
Library folder containing experts’ points of view concerning
creative writing, and some samples of motivating techniques.
PC 22 This was PC 21. 92
Audio tape discussing the teaching of
spelling, and pre
senting various points of view and formats
of teaching^
<- spelling.
Library folder containing articles, sample
lessons, and
discussions of spelling.

PC 23 This was PC 25.

Audio tape discussing listening goals and
techniques.
Library folder containing articles, ideas, and
techniques
for teaching listening.

PC 24 Audio tape discussing speech goals and techniques.

Library folder containing articles, excerpts, and techniques
for teaching speech.

PC 25 This was PC 23.

Audio tape discussing drama, formal and Informal.
Library folder containing exerpts of texts, articles, ideas,
and techniques for using drama in the classroom.

PC 26 This did not exist in the feasibility study.

Audio tape discussing grammar, traditional and transfor-
mational approaches to teaching it.
Library folder containing Information and articles on the
teaching of grammar.

PC 27 This was PC 23.

Audio tape describing how to form letters, and offering sug-
gestions for teaching writing.
Library folder containing samples of alphabets, ideas for
lessons, and different points of view on handwriting.
LESSON PLAN FORM METEP - LANG. ARTS

A good lesson should be carefully planned. The following elements

should be included in any good lesson:

I. One main aim

(Subsidiary aims are acceptable, but o^ aim should
predominate)

II. Motivation
What will make the children eager to accomplish the aim,
and to participate in the lesson?

III. Materials
What will you need for the lesson? Books? Paper? Movie
Projector? Where will you get them?

IV. Method
How will you teach the lesson? What questions will be
useful? Will you group? Individualize? Play a game?

V. Evaluation
Did you accomplish your aim? How do you know?
 Description of Class

(for PC’s 10, 15, 17, 20, 23, 24,

25) METEP, LANG. ARTS

Grade Number of boys

^//
of girls

2. Location of School

Description of Location

3. Socio-economic level of students

4. Racial and ethnic description

5. Intelligence

6. Attitudes of children toward school

10.
7. Usual response level of children (in terms of excitement and
lethargy)

8. Behavior in class

9. Special interests of children

Special problems

'
11 . Other
 95

METEP Language Arts PC 1

Name

Publishers' Evaluation Form

Be specific, not general, in your responses.

(Use reverse side if
necessary .

Publisher Publication Dat e

Name of Book Grade Level

I. Publisher's stated purpose.

A. What is the primary objective of the series as stated by

the publisher?

B. Where is the major emphasis placed? (word attack? com-

prehension? content? other?)

II. Approach.

A. List the steps recommended for teaching a story in the text.

B. What skills are stressed?

C. How helpful is the manual to you?

D. Comment on the numbers of new words introduced and on the

vocabulary in general.

III. Content.

A. To what extent is the content appropriate to children's

interests, experiences, and needs?

B. List the variety of styles and forms included (i.e. poetry,

fiction, etc.).

C. Describe the socio-economic, racial, and general nature of

the characters in the stories.

D. Discuss the literary quality of the content.

E. Comment on the illustrations.

 96

IV . Evaluat ion

A. How would you like using this text

with class?
B. The worst thing about this text is:

C. The best thing about this text is:

 97

Publisher
Publication Date
Name of Book Grade Level

I. Publisher's stated purpose.

A. What is the primary objective of the series

as stated

by the publisher?

B. Ill what special way does the series attempt to meet

the objective?

II. Approach.

A. List the steps recommended for teaching a story in the

text.

B. What skills are stressed?

C. How helpful is the manual to you?

D. Comment on the number of new words introduced and on

the vocabulary in general.

III. Content.

A. In your opinion, to what extent is the content appro-

priate to children's interests, experiences, and needs?

B. List the variety of styles and forms included (i.e.,

poetry, folk tales, fantasy, etc.).

C. Describe the socio-economic, racial, and general nature

of the characters in the stories.

D. Comment on the illustrations.

IV. Evaluation.

A. How would you like using this text with a class?

B. The worst thing about this text is;

C. The best thing about this text is;

Compared with the other two texts that I examined, this one
D.
 University of Massachusetts Reading Center
Comprehensive Infonaal Reading Inventory

Mame Date

Tester

Score Sheet

Part I. Independent Leve l

Instruction Level

Part II. Independent Level

Instruction Level

Part III. Independent Leve l ______

Instruction Leve l

Visual Discrimination (%)

Part IV.
(%)
Auditory Discrimination
(%)
Alphab e t
(List correct ones)
Vowel sounds
(%)
1. Initial Consonants
2. Final Consonan t
3. Consonant Blends
U. Consonant Digraphs
5. Long and short vowel sounds —
6 Controlled *'r"
.

7. ”1" and "w" controller

8*. Silent "gh" and 3 letter blends
9 Diphthongs
10. Hard and soft ”c" and g
e _
11. Two Consonant letters & final
12. Syllabi cat ion__
sound
13. ”le" syllabication & "schwa
14. Visual discrimination

I
Part V. Oral and Silent Reading Tests

Independent Level

Instructional Level

Comprehension Level

Smoothness of reading^
Specific Problem
Tester's Interpretation:
 100
Information At First Session

Date

Name

Address

Telephone Number

Grade Now

School

Age
_
Teacher's Name

Reading situation pupil is in (groups,

individual, special, number in class)

How does pupil feel about his reading? Does he have a problem? What is it?

Does he come for help?

Interests

Has he ever been tutored in reading before? Where

 101

University of Massachusetts Reading Center

Comprehensive Informal Reading Inventory

Purpose: To determine the tentative level of difficulty (in

terms of reader
level) at which the pupil can read comfortably on his
own (Independent
Level) ; and the tentative level of difficulty (reader
level) at which
the pupil can function most appropriately for Instructional
purposes
("INstructional level").

Procedure: I. Administer Part I (mimeographed word lists)

A tentative Independent level is determined by the highest list

on which the pupil makes no errors in word recognition.
A tentlve instructional level is determined by the list on
which the pupil makes his first error of recognition.

II. Administer Part II (Bucks County Test)

Tentative Independent and instructional levels are determined

the same as in Part I.

III. Administer paragraphs from the middle of a basal reader series

(preferabley one pupil does not use in school) or the mimeo-
,

graphed paragraphs in this package Initiate testing at tentative

.

Independent level as judged by Parts I and II; and proceed until

appropriate independent and instructional levels are established
as explained below.

Select one story sample of 100 words or more. Keep a record

of errors for diagnosis and guide to future teaching, using same
scoring system.

The tentative independent level is determined by the level of the

reader in which the pupil reads with a minimum of 99% accuracy.

The tentative instructional level is determined by the level of the

reader in which the pupil reads with a minimum of 95% accuracy
(one error per twenty running words.)

Make an adequate check of the pupils comprehension of the content

which he reads by asking two fact questions and three inferential
questions.

IV. Administer Word Analysis Inventory if it seems to be indicated by

test.
specific failure in word attack in the earlier parts of the
 102

^i^Gctions for Scoring

1. The pupil reads one copy; you

score another copy (Teacher's
copy).
correct words. (If pupil hesitates but
in 4 seconds, it is correct). gets It correct
•

3. Underscore with a straight line all words

or syllables wnicn
which are wholly
whollv
mispronounced or scuttled.

prLo^cel"""'''
“ incorrectly stressed work Is .is-

5. Encircle words and syllables which are

“
omitted. (Give four seconds
econds and
supply the word if pupil does not attack it).

6. Write in any insertions or substitutions.

7. Underscore with a wavy line all words and syllables

which are repeated.
10.
8. At the end of each list, point out words pupil
missed and ask him again.
If correct, check it (this would be a visual
discrimination error).
If pupil makes a mistake a second time, circle
word (this would be a
word recognition error)

9. Note at end of each list if pupil pronounces the words smoothly,

slowly, ’
etc.

Count only the word recognition errors as mistakes.

Score each sheet at the top of each test and tabulate on the cover sheet.
 103

RECORD OF INFORMAL READING INVENTORY

Tester's Name Date of Test

Child's Name Class

Title & Publisher of Book Used Grade Level Page(s)

Errors Made

UNSPOKEN SPOKEN

(Wait 5 seconds, then tell CHILD SAID ACTUAL WORD

the child the word list the (List phoneti-
words here.) cally, if
possible)

Reading level: ins tructional — frustration — independent — (check

one)
 104

RECORD OF INFORMAL READING INVENTORY (cont’d)

NEEDS; Check these to construct a program of instruction for the child.

Basic sight vocabulary

Context

Initial consonants

Final consonants

Consonant blends

Consonant digraphs

Short vowels

Long vowels

Vowel digraphs

Other vowel sounds

Endings

Prefixes

Compund words

Contractions

Syllabication

Ignores Punctuation

Reads word-by-word

Reads too quickly

Needs work on comprehension

Other Comments
 105

METEP Language Arts

PC 4

Name Date

READING GROUPS

GROUP I
Description -

NAME OF STUDENT RATIONALE

1.
2 .

3.
4.
5.
6.
7.
8.
9.
10 .
11 .
12 .

GROUP II

Description -

NAME OF STUDENT RATIONALE

1.
2.
3.
4.
5.
6.
7.
8.
9.
10 .
11 .
12 .
 106

GROUP III

Description -

NAME OF STUDENT RATIONALE

1.
2.
3.
4.
5.
6.
7.
8.
9.
10 .
11 .
12 .
 107

PC 7 Pre-test

Matching (Place the proper letter on each answer-space at the

left)

unworkable, disorganizing, merrier A. inflectional endings

paid, meal, coat, peel B. final e rule

Mn, ^in, _£in, sin, tin C. consonant blends

rewrap, antibodies, displease, unclean D. vowel digraphs

flag, dry, strike, scream E. roots

radio, she, mind, go, using F. consonants

can, cane; met, mete; win, wine; G. short vowels

rod, rode; us, use

playground, downhill, roadside H. diphthongs

mad, ten, hit, p£^t, r^t I. prefixes

fi^t, might, right; would, could, should J. consonant substitution

hands, country's, nicely , heaviest K. long vowels

oil, house, toy, cow L. phonograms

shy, than, chore, whistle, sung, wink M. suffixes

poisonous, kindness, reasonable N. consonant digraphs

zebra, _y^am, bottle, ail_, a^o 0. compounds

P. schwa sound
about, taken, imtate, button, column
 108

METEP LANGUAGE ARTS

P.C. 7 Post-test

Matching (Place the proper letter on each answer-space

at the left)

enjo yable , meanness , odo rous

£ity, ^ebra, hot, ]^ap

mis managem ent , dis respect , happin ess

^ap , ^ap , £ap , £^ap

disp lease , recount, undo , miss pell

crush , strangle , brought, flood

bravest , bunches , speaker, o wing

h^, hero^, ^cre, kind, djity

s cene , s lave , tube , rope , ^ise

floorplan, bookkeeper, stockpile, underwear

mutton balance, hospital, medical, finger

about taken. Imitate, button, column

A. suffixes H. consonant substitution

B. consonant blends I. prefixes

C. compound words J. consonants

D. final e rule K. long vowels

E. short vowels L. dip thongs

F. inflectional endings M. schwa sound

G. roots
 109
ME TCP NUMBER
DATE
NAME

PHONICS QUIZ

DO NOT GUESS
U Circle the schwa sounds (ir any)
UNIVERSE, PURPOSE, ANIMAL, BOOKCASE, the follow
in I NC WORDS!
ROSES*
2o Circle the consonant digraphs (if
any) in The following WORDS!
feather, stream, sunshine, storm.
STRETCH, SCENE, GOING
3. Circle the diphthongs (if any) in the
mine, vowel, poison, weapon* following WORDS! VOYAGE,

ll* Correctly place a macron or breve over THE

LONG OR SHORT VOWELS
IN THE following WORDS! SCENE, CRUSH, finger, BALANCE,
RECKON* TRIBE, OVER,

5. Circle the consonant blends (if any) in the

following WORDS! SCHOOL,
PLEASE, anything, FRUIT, CHOOSE, SCRAPE*

6* Divide the following words into syllables by

PLACING A SLANTED
Line between the syllables (example! oo/ing)i MOURNFUL, FIDDLE,
before, excite, citron, syllable.

7* Match the appropriate phonic generalization with each word in the

FIRST COLUMN. BY WRITING THE LETTER WHICH IDENTIFIES THE PHONIC
J8E NE R AL I ZA T I 0 N IN THE BLANK THAT PRECEDES THE WORD*

I. 8 I T A# THE /r/ gives

THE PRECEDING VOWEL
2. INV E N T SOUND THAT IS NEITHER LONG NOR SHORT
A
3. BR A N I B* THE FIRST VOWEL IS USUALLY LONG AND
h. Q0 THE SECOND SILENT IN THE VOWEL DIGRAPH*
5. F I LE C* WHEN JHERE IS ONLY ONE VOWEL IN A WORD,
6* PREVIEW OR ACCENTED SYLLABLE AND THAT VOWEL
7. MATE DOES NOT COME AT THE END OF THE WORD, T
8. AWFUL VOWEL IS USUALLY SHORT*
9. SPICE D* IF THE only VOWEL IN A WORD OR 6BYLLA8LE
-ID* Harvard
MOAN
IS /a/ followed by /l/ or /•/ THE
,
A/
1 1 USUALLY IS CONTROLLED BY THE /l/ OR /t /
T2. BLO AT E* IF THERE IS ONLY ONE VOWEL IN A WORD
13. BE OR ACCENTED SYLLABLE AND IT COMEa.-,^T
Ii4. • -B-O R N THE END OF THE SYLLABLE, THAT VOWEL
15. S CE NE USUALLY HAS THE LONG VOWEL SOUND*
___ 16• FIRST F* IF THERE ARE TWO VOWELS IN A WORD OR
17. '
I ACCENTED SYLLABLE, ONE OF WHICH IS THE
10* TALL • F NA L A/. USUALLY THE FIRST VOWEL HAS
I

19. HEAT THE LONG SOUND AND THE FINAL /e/ IS

20* HA N S I LE N T *
 110

PC 8
METEP, LANG. ARTS

Linguistic Readers

1. Merrill Linguistic Readers

r'iz.

2. S.R.A. Basic Series

3. I Can Read (Bloomf ield-Barnhardt)

A. Harper & Row Linguistic Readers

5. Miami Linguistic Readers (programmed)

6. Sullivan Linguistic Readers (programmed)

These are located in Room 2, School of Education.

Copies may also be found in the Education Library.
 Ill

PC 9
METEP, LANGUAGE ARTS

Select one passage from the following five and transcribe

into i.t.a.

1. In the beginning God created the heaven and the earth.

And the earth was without form, and void.

2. And darkness was upon the face of the deep. And the
spirit of God moved upon the face of the waves

3. And God said, Let there be light: and there was light.
And God saw the light, that it was good.

4. And God divided the light from the darkness. And God
called the light day and, the darkness he called night.

5. And God called the firmament heaven. And the evening

and the morning were the second day.
 112

METEP Language Arts PC 11

Name Date

Interview Information Sheet (use reverse side of

sheet if necessary)

Child’s Name School Grade

if of Children in Family ^Child's Position in Family

(oldest, youngest, etc.)

Brief physical description of child -

Brief impression of child’s personality (use string of adjectives) —

I. Wliat are the child’s favorite activities outside of school?

II, Does the child have a special hobby?

III. What are the child's least favorite activities outside of school?

IVe What are the child’s least favorite activities in school?

V, What are the child’s favorite activities in school?

VI. How does the child feel about reading and books?

VII. What are the child’s favorite books?

VIII. Summarize the child’s interests.

IX. Comment on what you believe are the child’s needs.

 113

METEP Language Arts

PC 12

READING DEVICES;

EDL Tachistoscope Projector

To increase speed and span of apprehension
of words & figures
Flash-X: a hand-tachistoscope
As above; also to Improve vocabulary (when
used with Word
Clue books)

EDL Controlled Reader Projector

As above; also facilitates left-to-right reading,
Inhibits
regressions; workbooks encourage good study habits

Shadows cope Pacer

To Increase speed of reading

Keystone Reading Pacer

As above

KITS:

Science Research Associate Materials :

A multilevel developmental program in reading, writing and

spelling designed with regard for children proceeding from
their own Individual levels at their own rate of speed.

KITS
Reading for Understanding
Junior Reading for Understanding
Reading Laboratory Part Ib
Reading Laboratory Part Ilb
Spelling Word Power Part lib
Penskill Part II

Educational Developmental Laboratories Study Skills Library ;

A multilevel developmental reading program designed to help

pupils use reading skills in content areas.

KITS;
Orientation Lesson D-J
Social Studies DD, FF, II
Science I
Reference DDD, EEE, GGG, HHH, III

Rater: Margaret Frerichs

Place: Montague House, 2nd floor front. College Reading Program Office.
the door
Times 9:00-11:00 a.m. by appointment, 545-20A8. Sign-up sheet on
 IIA

METEP Language Arts

Reading Objectives
PC 15

1. To develop specific phonic analysis skills.

2. To foster a love of reading (turn kids on to books).

3. To assure that each individual is reading up to his capacity

(mental grade = reading grade)

identify those children who have gaps in their basic

reading skills,

5. To foster critical thinking abilities.

6. To develop literal and/or critical comprehension skills.

7. To increase flexibility in reading rate.

8. To have each child read one book of his own choice, on his
own with no such requirement.

9. To foster exposure to a variety of literary forms and content.

10. To teach children to read beyond the primer level.

11. To build a stock of basic sight words.

12. To facilitate auditory and visual discrimination.

13. To teach techniques of reading different kinds of material

(textbooks, newspapers, magazines, dictionaries, phone
books, etc.).

14. To facilitate the ability to associate symbols and sounds.

15. To facilitate learning meanings of words.

 115

METEP Language Arts

PC 21

WORD LIST FOR SPELLING

1. southern 18. common 35. anxious

2. sky 19. thick 36. America

3. west 20. court 37. laugh

4. bright 21. cause 38. comfortable

5. captain 22. market 39. can't

6. geography 23. general 40. wasn't

7. earth 24. peace 41. building

8. discovered 25. settled 42. flood

9. countries 26. careful 43. north

10. desert 27. different 44. community

11. mountain 28. world 45. control

12. cannot 29. light 46. service

13. bridge 30. star 47. done

14. ocean 31. over 48. department

15. settled 32. also 49. sailor

16 colonies 33. beard 50. language

17. industry 34. done

 116

METEP Language Arts

PC 24

Name oatg

Speech Objectives (adapted from New York

City Board of Education
Toward Better Speech)

Attitude

1. Develop a positive attitude toward the value of effective

speech in social and business relations.

2. Develop a desire to participate actively in speech activi-

ties for personal self-development and for social group
competency.

3. Appreciate and enjoy participating in choral speaking.

4. Develop standards of audience - speaker relations, stressing

the mutual responsibilities of speaker and listener.

5. Reinforce the desire to improve general speech pattern.

Voice

1. Habitually use a pleasant, audible voice.

2. Discriminate in the use of quality and volume (includes

recognition of and ability to produce gruff, sweet, large
and small voices)

3. Adjust quality, volume and pitch to size of room, type of

audience, purpose of the speech activity.

with
4. Vary voice to communicate meaning and effectiveness
choral
creative areas of story telling, dramatics, and
speaking.

effectiveness
5. Evaluate others* and own voice in terms of
and appropriateness.
 117

Phrasing, Tempo

1. Use free, rhythmic, natural phrasing in all speaking

activities.

2. Stress key words in sentences.

3. Adjust tempo to listeners’ responses.

4. Adjust tempo to meaning.

Practical Application

1. Engage in, but do not monopolize conversation .

2. Present oral report in an interesting fashion.

3. Be able to conduct and participate in a meeting imder

parliamentary procedure.

4. Participate in, but do not monopolize discussion .

5. Lead a discussion , keeping a lively exchange going.

6. Evaluate a group discussion as to exploration of problem,

effectiveness of leader, participation of group.

7. Participate happily in choral speaking .

8. Communicate through pantomine .

9. Perform an improvisation .

10. Take part in a play .

11. Tell a story effectively.

12. Conduct an interview .

13. Interpret a poem orally.

14. Conduct a lesson.

Add any others you can think of.

 118

METEP Language Arts

Listening Objectives (Hatchett and Hughes, 1956)

PC 25

1. Identifying main ideas.

2. Remembering significant details.

3. Remembering sequence of ideas.

4. Understanding meanings of words.

5. Understand implications of main ideas.

6. Understand interrelationships among ideas.

7. Judging validity and adequacy of ideas.

8. Judging sufficiency of supporting details.

9. Criticizing organization and development of spoken material.

10. Judging whether speaker has created the intended mood or effect.

11. Recognizing the Intent of the speaker.

12. To be able to interpret to the speaker's satisfaction what

the speaker has said.

13. Ability to predict and review what the speaker has said.

14. To be able to remember and follow instructions or directions.

15. To enjoy and appreciate stories, plays, music, and other

aesthetic experiences.
 119

THE DOVE COUNTERBALANCE INTELLIGENCE

TEST

might be useful in evaluating your verbal

K aptitude. The
verbal
,
aptitude tested is not slanted toward middle-class
experience, how-
®V6r but to non— white lower-class experience.
,

People from a non-white, lower class background

are required to do
well on aptitude tests keyed to white, middle-class
culture, before they
are allowed to perform in that culture. As a
member of the white middle-
class, how would you do on an intelligence test
appropriate for the lower
class black culture?
The following test was developed by Watts social
worker, Adrian Dove
to measure intelligence as the term applies in lower-class
Black America.
If your score is less than on the test, you are virtually
failing,
and might therefore conclude that you have a low ghetto I.Q.
As white
middle-class educators put it, you are "culturally deprived."

1. "T-Bone Walker" got famous for playing what?

(a) Trombone (b) Plano (c) "T-flute" (d) Guitar (e) "Hambone"

2. A "Gas Head" is a person who has a;

(a) Fast moving car (b) Statle of "lace" (c) "process" (d) Habit
of stealing cars (e) Long jail record for arson

3. If a man is called "Blood" then he is a:

(a) Fighter (b) Mexican-Amerlcan (c) Negro (d) Hungry hemophile
(e) Redman or Indian

4. If you throw the dice and "7" is showing on the top, what is facing down?
(a) Seven" (b) "Snake-eyes" (c) "Boxcars" (d) "Little Joes"
(e) "Eleven"

5. Cheap ”Chitlinge" (Not the kind you purchase at a frozen-food counter)

will taste rubbery unless they are cooked long enough. How soon can you
quit cooking them to eat and enjoy them?
(a) 15 minutes (b) 2 hours (c) 24 hours (d) 1 week (on low flame)
(e) 1 hour

6. "Down home" (the South) today, for the average "Soul Brother" who is
picking cotton (in season from sunup until sundown) what is the average
earning (take home) for one full day?
(a) $0.75 (b) $1.65 (c) $3.50 (d) $5.00 (e) $12.00

7. If a judge finds you guilty of "holding weed" (in California) what's the
most he can give you?
(a) indeterminate (life) (b) a nickel (c) a dime (d) a year in County

(e) $0.00

(a) always says he feel sickly (b) has water

8. A "Hype" is a person who:
(c) used heroin (d) is always ripping and running
on the brain
(e) is always sick
 120

10.

11.

Do the Beatles have soul? (a) yes (b) no

ao (c) Gee whiz or maybe

A handkerchief head is: (a) a coolest (b) a porter (c) an "Uncle Tom"
(d) a hoddi (e) a "preacher"

12. "Jet" is: (a) An "East-Oakland Motorcycle club (b) One of the gangs
West Side Story (c) A news and gossip magazine (d) a way of life ol
the very rich.

13. And Jesus said, "Walk together children ": (a) Don’t you get wear^
There's a great camp meeting. (b) For we shall overcome (c) For ti
famxly that walks together talks together (d) By your patience you
•

will win your soul (Luke 21:29) (e) Find the things that are above,
not the things that are on Earth (Col. 3:3)

14. Bo Diddley is a: (a) camp for children (b) cheap wine (c) singer
(d) new dance (e) Mojo call

15. How much does a "Short-dog" cost? (a) $0.05 (b) $2.30 (c) $0.35
(d) $0.86 + tax
 121

Check List for Reading Readiness (Anderson,

1967, pp. 206-208)

(Answer as many of these as you can. Information may not be available

for all areas.)

Child's Name Grade Age

Brief physical description:

Physical Readiness YES NO

1. Eyes

a. Do the child's eyes seem comfortable?

(Does he squint, rub eyes, hold ma-

terial too close or too far away from

eyes?)

b. Are the results of clinical test or an

oculist's examination favorable?

2. Ears:

a. Does he respond to questions or direc-

tions, and is he apparently able to hear

what is said in class?

b. Does he respond to low-voice test of

twenty feet, a whisper test of fifteen

inches?

c. Is his audiometer test normal?

3. Speech:

a. Does he speak clearly and well?

b. Does he respond to correction readily?

 122

4. Hand-eye coordination:
NO
a. Does he make his hands work together well

in cutting, using tools, or bouncing a

ball?

5. General health:

a. Does he give an impression of good health?

b. Does he seem well nourished?

c. Does the school physical examination reveal

good health?

Social Readiness

1. Cooperation:

a. Does he work well with a group, taking his

share of the responsibility?

b. Does he cooperate with the other children

in playing games?

. 2. Sharing:

a. Does he share materials without monopolizing

their use?

b. Does he share his home toys with others?

c. Does he wait his turn in play or games?

d. Does he await his turn when classwork is

being checked by the teacher?

3. Self-reliance:

a. Does he work things through for himself?

b. Does he work without asking teacher about

the next step?

 c. Does he take care of his clothing and

materials?

d. Does he find anything to do when he finishes

an assigned tasks?

4. Good listening:

a. Is he attentive?

b. Does he listen rather than interrupt?

c. Does he listen to all of a story with evi-

dent enjoyment so that he can re- tell all

or part of it?

d. Can he follow simple directions?

5. General:

a. Does he take good care of materials

assigned to him?

b. Does he follow adult leadership without

objection or show of resentment?

c. Does he alter his own methods to profit

by an example set by another child?

Emotional Readiness

1. Adjustment to task:

a. Does the child see a task (such as

drawing, preparing for an activity,

or cleaning up) through to comple-

tion?

b. Does he accept changes in school routine

calmly?
 c. Does he appear to be happy and well adjusted

in school work, as evidenced by good attend-

ance, relaxed attitude, pride in work, eager-

ness for a new task?

2. Poise;

a. Does he accept a certain amount of opposi-

tion without crying or sulking?

b. Can he meet strangers without unusual

shyness?

Mental Readiness

1. Mind set for reading;

a. Does the child appear interested in books

and readings?

b. Does he ask the meanings of words or signs?

c. Is he interested in the shapes of unusual

words?

2. Mental maturity;

a. Does the child's mental test show him

sufficiently mature to begin reading?

b. Can he give reasons for his opinions

about work of others or his work?

c. Can he draw something to demonstrate and

idea as well as children of his own age?

d. Is his memory span sufficient to allow

memorization of a short poem or song?

e. Can he tell a story without confusing

the order of events?

 f. Can he listen or work an average length
of

time without restlessness?

g. Can he dramatize a story imaginatively?

3. Mental habits:

a. Has the child established the habit of

looking at a succession of items from left

to right?

b. Does he interpret pictures?

c. Does he grasp the fact that symbols may be

associated with pictures or subjects?

d. Can he anticipate what may happen in a

story or poem?

e. Can he remember the central thought as

well as important details?

4. Language

a. Does he speak clearly?

b. Does he speak correctly after being helped

with a difficulty by the teacher?

c. Does he speak i^n sentences?

d. Does he know the meanings of words that

occur in pre-primers and primers?

e. Does he know certain related words such as

up and down, top and bottom, big and little?

Observer's name

Date(s) of observation —
Additional comments
 126

INSTRUCTIONS TO RATERS

1. Evaluation form filled out.

Don’t pass if answers seem only mechanical with no
thought
process evident.

2o Expressive objective.

3. If form is completed, it is O.K.

4. If there seems to be a rationale, P.C. is O.K.

5. In Folder

6. Same as 20, 23, etc., but look for different ways to analyze
words; phonic, structural, sight, content, configuration, etc.

7. Key in folder.

8. Key in folder.

9. Key in folder.

10. Check to see that a diversity of media is used. To pass this,

the materials must relate to the class description.

11. Info sheet filled out more than preemptorily i.e., indication
;

that candidate has gotten the child to talk to him.

12. Margaret F. will take care of this.

13. Objectives should be realistic and observable activities should

employ different devices and should be varied. This is almost
an expressive objective. Comment if you believe there is either
too much or too little going on in one week.

14. Check for diversity - at least a few areas of the language arts
should be covered.

Don’t pass if:

a. Only one area is covered.

b. Only one kind of book is listed (i.e., all bibliographies,

or all encyclopedias or all periodicals)

15. In folder.
 127

16. This will be done in class 10/29

17. Don’t pass if:

a. A rationale is not supplied.

b. Only one category of books is included.

c. No books aimed specifically at boys.

d. If books are inappropriate for class described.

18. Rating scale in folder.

19. Fail if only "telling" or "reading" are suggested. Look for

diversity.

20. Rating scale in folder.

21. Rating scale in folder.

22. Pass if:

a. You can read the words with ease.

b. The writing is dark enough and large enough.

c. The spacing aids legibility.

d. The letters are formed consistently.

Fail if any one of these factors exists:

a. You can’t read it easily.

b. The writing is a combination of manxiscript and cursive

(this is confusing to children)

23. Rating scale in folder.

24. Same as 5, 23, 24, etc.

25. Same as 5, 23, 24, etc.

26. Fail only if:

a. Only one kind of source was used.

applicable to the topic
b. The references or rationales aren’t
 128

27. Rating sheet in folder.

28. Rating sheet in folder.

 INSTRUCTIONS TO RATERS
GUIDELINES TO CONSIDER FOR DISCUSSION
METEP LANGUAGE ARTS PC 2

1. Describe a basal system - does everyone have a common understanding?

2. Describe the uses and activities associated with the basal system

in the public school.

3. How do basals differ, one from the other?

4. Suggest ways of improving use of basals.

5. Suggest other materials.

The above are suggested guidelines only. Use your own judgment,

whsn you see how the discussion is going.

 130

Rating Scale PC 5

Main Idea
Recalling Details
Classifying
Differentiating Fact & Opinion
Seeing Sequence of Ideas

Drawing Conclusions
Making Inferences
Predicting Outcomes
Selecting and Evaluating
Forming an Opinion on Information
Seeing Relationships
Ascertaining Author's Intent, Tone and Mood

The major criterion for evaluating the seven questions should

be to determine if the answers to the questions fall into the

appropriate category, A or B. Questions in category A can be

answered by direct quotations from the selection, recalling facts

or any specific references to the selection. Questions in category

B cannot be answered by direct reference to the selection. They

are questions which require some thinking ability on the part of

the reader.

Category A questions are literal or straight fact questions.

Category B questions are inferential or reasoning questions.

The rater must first judge if the question requires an appropriate

A or B answer, by checking the above chart, then he must judge if

answer.
the answer required is in fact a fact (A) or reasoning (B)

The rater must also judge if the question does, in fact, tap

the kind of comprehension skill desired. This is a very subjective

j udgment
 131

METEP Language Arts

PC 6, 20, 23, 24, 25

Rating Scale for Activities

the activity other than copying, writing or doing something

a certain number of times?

2. Does the activity look enjoyable as well as Informative?

3. Do the activities differ, one from the other? Is there

variety?

4. Are a variety of different materials suggested?

 132

METEP Language Arts

PC 8

Rating Scale for Linguistic Readers

Candidate should include some mention of:

1. Rhyme patterns used extensively.

2. Vowels — short vowel sounds used almost exclusively

at first.

3. Illustrations either not used at all (so as to provide

outside clues to word attack), or not realistic.
Illustrations not necessarily pertinent to content
(same reason as above)

4. Spelling patterns used in vocabulary content (words

with same sound spelled the same in one story,
i.e., "ough" words all together).

5. Few irregular words introduced.

Candidate might also mention:

1. Lack of particular cultural, social, or realistic

references in content.

2. Structural pattern of declarative to interrogatory

to exclamatory sentences; simple to complex structure.

Check for:

1. Candidate’s awareness of difference between this approach

and phonics (phonics puts together isolated sounds;
linguistics stresses patterns, or groups of sounds).

2. Candidate’s awareness that the vocabulary is controlled.

 133

Rating Scale for PC 9 METEP Lang. Arts

A. If candidate agrees he should give at least 3 of the following

reasons

!• The child can more quickly progress to material more com-

mensurate with his intelligence and interests.

2. He may develop greater self-confidence in reading.

3. It may assist in developing more positive attitudes to

reading because much frustration is avoided.

It enables the child to write with fewer inhibitions.

5, It reduces the number of symbols to be learned (l.e.,

66 characters in t.o. as opposed to 44 in i.t.a.).

6. It may assist spelling ability.

Others may be deemed acceptable by the rater.

B, If candidate disagrees he should give at least 3 of the fol-

lowing reasons:

There may be too many characters in i.t.a. for the child

to learn.

2. The transition period may be very unsettling and frustrating.

3« The child may be confused by the co-existence of 2 alpha-

bets: i.t.a. and t.o.

4. I.t.a. may have an adverse effect on the child's spelling

ability.

the
5. The characters of i.t.a. may be too complicated for
child to write.
which soon has
6. It may be a waste of time to learn something
to be unlearned.

rater.
Others may be deemed acceptable by the
 13A

METEP Language Arts PC 15

Rating Scale

Check for ;

1. Appropriateness of objective to class description (age, skills,

Interests, etc,)*

2. Evaluation procedures containing:

a. feasibility, i.e., reasonable amount of time, objec-

tivity of evaluation, general manageability;

b. diversity of approach. Some suggested approaches are:

standardized or teacher made tests,

interviews

coded observation,

unobtrusive measures,

frequency counts

role playing,

self-report.

Don’t pass if :

1. Objective is inappropriate for class described

or

2. Alternatives will not succeed in measuring objectives

or

approach.
3. Alternatives are actually all variations of one
 135

METEP Language Arts

PC 18

Rating Scale for Telling a Story Effectively

Does candidate:

1. Look at audience more than at book?

2. Vary volume of voice (loud, soft, medium)?

3. Project voice to listener? (sit at other end of room

to hear reading)

4. Look pleasant? or at least not too tense?

5. Vary voice quality, tone, pitch? (not monotonous)

6. Project the meaning?

7. Read fluently?

Do not pass if candidate:

1. Mumb les

2. Speaks in monotone.

3. Fails to project meaning.

4. Fails to sound involved in the reading.

5. Seldom, if ever, looks up.

6. Reads in too choppy a fashion.

 136

METEP Language Arts

'
PC 21

•' V'-V

Rating Scale for Spelling

Does candidate

1. Group words that might logically be taught together?

2. Pay attention to meaning as well as analysis?

3. Suggest ways for students to use words?

Do not pass If candidate:

1. Has students write words a number of times each.

2. Pays no attention to meaning or relevance.

3. Does not group at least a few words for teaching

together.
 137

METEP Language Arts

PC 27

Factors Involved In Reading

Readiness; R.M.p

1. Students must include four areas

of readiness.

“ physical
- social
- emotional
- mental

2. Physical aspects should include consideration

of at least three
of the following factors

- vision
- hearing
- speech
- eye-hand coordination
- general health

Social aspects should include consideration of at least two of

the following factors:

- ability to participate actively and co-operatively in

group
activities
- degree of self-reliance
- the ability to share materials with classmates
- the ability to wait for help from the teacher
(or any two factors related to social
maturity that the rater judges to have’
a significant bearing on the child's
readiness .

Emotional aspects should include tow of the following factors

- perserve ranee
- stability
- security
(or any other two factors deemed relevant by the rater.)
 138

Mental aspects should include four of the

following factors;
- general intelligence level
- language development
- visual and auditory discrimination
attention span
- memory span
- ability to listen to and retell a story
“ ability to make inferences and to
predict the outcome
of a story
- interest in books and words
- knowledge of letter names
- left to right sequence of perception
- ability to interpret pictures

3. Students must also make mention of the maturation learning

controversy. Can 'readiness" be accelerated or must it wait
upon time?
 METEP LANGUAGE ARTS
Rating Scale for PC 28

The criterion is simply that the paper miast make an admission

that both word analysis techniques and memorizing whole words

are necessary for a child to learn to read. The argument should

probably deal with emphasizing one or the other with the exclusion

of neither.

Don’t pass if ;

1. No specific examples are included.

2. No stand is taken.

Look for evidence of investigation into the question.

 140
CRITERIA FOR RATING PC'S

PC 1 Publishers' Evaluation

Pass if
a. all three evaluations are
submitted
b. at least 2 different approaches
are presented
9*
the discussion seems more than
cursory
^
Don't pass if
any of the above 3 criteria
are not satisfied
you know that the comments are
irrelevant to the text

PC 2

Discussion of theories of beginning reading

Attendance is required on March 3rd for the

discussions.
A schedule will be posted listing times
for discussions.
Some evidence of background information
should be displayed
through the discussion process.

Guidlines to consider for discussion

Q. describe a basal system - does everyone have a
common
understanding?
describe the uses and activities associated v;ith
the
basal system in the public school
c. how do basals differ, one from the other?
d* suggest ways of improving use of basals
discuss briefly each of the other approaches to
beginning reading, using points 1 to 4 each time
(Linguistic, Phonic, Experience, i/t/a, ndividualized.
Programmed)
f. discuss briefly the concepts of decoding and reading
for meaning (or encoding) .Discuss whether or not both
are necessary for beginning reading.
g. the above are suggested guidelines only. Use your own
Judgment when you see how the discussion is going.
Don’t pass if
student does not participate

PC 3 Readiness

Pass if
the essay includes the following four areas
physical , social emotional mental
, ,

in terms of teaching reading in the classroom-

I
b. physical aspects mentioned in the essay
should Include
consideration of at least three of the following
factors
-vision
-hearing
-speech
-eye-hand coordination
-general health
c. social aspects mentioned in the essay should include
consideration of at least two of the following
factors
—ability to participate actively and co-operatively
in group activities
-degree of self-reliance
-the ability to share materials vrith classmates
-the ability to wait for help from the teacher
(or any two factors related to social maturity
that the rater judges to have a significant
bearing on the child’s readiness.)
d. emotional aspects mentioned in the essay should
include two of the following factors
-perseverance
-stability
-^security
(or any other two factors deemed relevant by the
rater.)
e. mental aspects mentioned in the essay should Include
four of the following factors
-general intelligence level
-language development
-visual and auditory discrimination
-attention span
-ability to listen to and retell a story
-ability to make inferences and to predict the out-
come of a story
-interest in books and x^rords
-knowledge of letter names
-left to right sequence of perception
-ability to interpret pictures
f. students should also make mention of the maturation
learning controversy. Can '’readiness' be developed
and/or accelerated or must it wait upon time?
g. students should have completed one readiness check
list (not all items must be filled out, but it should
be apparent that the candidate has indeed observed
a child.
Not
h. four activities should be briefly suggested.
too much detail is demanded here
pass if
the material seems irrelevant to the child
 5 142
PC 4 Grouping

Pass if
a. information contains more than scores
on the
standardized tests
b. information is pertinent to the grouping done
c. information has been given for each of the
15 children
d. there is awareness shown that grouping can be done
in
different ways
Don't pass if
a. only standardized test scores are given as basis
b . grouping apj ears rigid
c. rationale Jo not applicable to grouping

PC 5 Informal Reading Inventory

Pass if
a. interview information sheet is filled out well
b. record form is filled out well
c. more than one book is used
d. there is a relationship between 'words missed" and
skills needs identified
e. "5 errors level" reached
f. more than cursory investigation
Don't pass if
all of the above criteria are not met

PC 6 Comprehension skills

Pass if
a. five of the comprehension skills are used
b. the questions deal with more than recall
c. the question bears some relationship to the skill
d. the answer doesn't reflect a rigid attitude
Don't pass if
a. all of the above are not met
b. a question requiring a "yes" or "no" answer is used
c. skills and ansvjers are not indicated for each question

PC 7 Word analysis

Pass if
a. five children arc described, in
terms of their word
same needs,
analysis needs (the children may exhibit the
brief
or different ones), descriptions may be
 1A3
b. three approaches, each different from the other, are
used. The word analysis skill may be the same or
different, but the approaches must be different (i.e.
no three crossword puzzples or 3 v7ord-type games
There must be three distinct approaches. Variety of
materials is also important.
c. the activity should be enjoyable as well as informative
Don't pass if
a. all of the above are not satisfied
b. the activity is not appropriate to the skills need
c. the activity involves copying, or doing or writing
something a repeated number of times

PC 8 Phonics

Pass if
a. student has passed the phonics test with a minimum score
of 70% (deduct 1 point for each incorrect answer: give
2 points for each correct >aaswer)
, . b. student presents in his oral or written presentation a
minimum of 3 arguments or points of discussion or
information demonstrating that the student understands
the phonic approach, and how it differs from the others.
Don't pass if
both of the above have not been satisfied

PC 9 i/t/a

Pass if
a. student has ten or fewer errors in transcription
or
b. student gives at least three reasons for agreeing
disagreeing
Don’t pass if
reasons student gives are not applicable to his point
of view

PC 10 Linguistic approach

Pass if most of the following are done:

a. patterning is described
b sequence of patterns is mentioned
.
use of illustrations is
c. the philosophy behind minimal
S COSSG(i
speech and
d. >me mention of the correspondence between
jading is made
)me notion of the reasons for
the content is exhibite
e.
for meaning is
f discussion of decoding and reading
resented
 Don't pass if
a. candidate does not clearly distinguish
between the
Linguistic approach and others
b. at least four of the above are not
discussed
c. candidate shows no awareness that the
vocabulary is
controlled
d. candidate confuses this with the Phonics
approach

PC 11 Experience approach

Pass if
a. student 'describes a group of five children in
terms of
their personality, interests, reading level, and
reading needs
b. the three activities are each classifiable in a separate
category (i.e., trip, films, discussion, experiences,
books, experience charts, games, etc.)
c. the activities are applicable to the descriptions of
the children
Don't pass if
all of the above are not carried out

PC 12 Individualized reading

Pass if
a. all three principles, self-selection, pacing, and
self-evaluation are clearly defined
b, the hour-long session includes provisions for at
least two of the following arrangements
teacher-child (one to one) , small group , large
group, v;hole class (teacher-to-class , or child-to-
class, or small-group-to-class)
D^n't pass if
a. both of the above have not been satisfied
b. the student seems confused about the principles and
hov7 to apply them

PC 13 Kits
'
Pass if • •

a. candidate can operate machines competently without

consulting directions
b. description of situation in which selected materials
would be used is appropriate
 Don't pass if
a. student makes more than 2 errors of operation
b. student misunderstands purpose of kit or machine
(i.e.y SRA is not a total reading program)

PC \U Special populations

Pass if
a. paragraph describing population is included
b. the described lessons are appropriate to the special
population (i.e., not too fast for the retarded, not
too specific or detailed for the gifted, not too
"foreign” or non-urban for the urban, etc., etc.,
etc.)
c. the lessons are in some logical order, and they follow,
one from the other
d. the activities are varied
Don't pass if
a. all of the above are not satisfied
b. any of the activities includes wirting something a
specified number of times
c. if the activities don’t seem enjoyable as well as
informative

PC 15 Finding relevant professional readings

Pass if
a. ten journals, texts, other materials are selected;
diverse topics or one topic may be selected
b. the selected items are from diverse sources (at least
three categories ;
periodicals books ERIC)
, ,

c. the comments are personalized and thoughtful (if they

are not someone else’s opinion)
Don’t pass if
a. all of the above are not satisfied

PC 16 Evaluation

Pass if
a. objective has been narrowed so that it can
be measured
appropriate for class described (age,
b. objective is
skills, interssts, etc.)
c. method of evaluation is feasible,
i.e., objectivity
of evaluation, reasonable amount of time required,
general manageability
 146
the three methods are diverse. Some suggested
d.
approaches
are: standardized or teacher made tests; interviews*
coded observations; unobtrusive measures* frequency
counts, role-playing; self-reports
Don't pass if
a. objective has not been narrowed enough to be
spejcifically ^
measured
b. objective is inappropriate for class, group, or
individual described
c. alternatives will not succeed in measuring objectives
d. alternatives are actually all variations of one
approach

PC 17 IQ

requires only that the student be present March 17 from

1:30-3:30 in Room 226-228

PC 18 Class library

Pass if
a. the books pertain to the class description
b. a variety of categories (at least 5) are included
c. the rationale is appropriate
Don't pass if
a, any of the above are not included
b. boys and their interests have not been
considered

PC 19 Three ways of presenting a story

Pass if
a. activities are varied
b. activities are appropriate to the story
Don't pass if
. simply reading or telling the story is suggested

PC 20 Telling a story aloud

Pass if
a. student looks at audience more than at
book
student varies volume of voice (loud, soft, medium)
b.
(rater sits at
c. student projects voice to listener
other end of room to hear reading)
not too tense
d. student looks pleasant, or at least
tone, pitch (not
e. student varies voice quality,
monotonous)
 1A7
f. student projects the meaning
g. student reads fluently
Don't pass if
a. student mumbles
b. student speaks in monotone
c. students fails to project meaning
d. student fails to sound involved in the reading
e. student seldom, if ever, looks up
f. student reads in too choppy a fashion

PC 21 Creative writing

Pass if
a. class description and activities are pertinent to each
other
b. activities are geared for the children, not the teacher
Don't pass if
a. activities show rigidity
b, activities don't pertain to students’ descriptions

PC 22 Spelling

Pass if candidate
a. groups words that might logically be taught together
b. pays attention to meaning as well as analysis
c. suggests ways for students to use words
d. suggests appropriate activities for the described students
e. 'addresses himself- o-ocherself specifically to one or more
of the goals
Don't pass if candidate
a- has students write words a number of times each
b. pays no attention to meaning or relevance
c. does not group at least a few words for teaching together
d. does not have a logical or interesting sequence of
a tivities
e. does not use varied experiences for the activities

PC 23 Listening

P as s if
a. student has selected an objective pertinent to the class
b. student has described two diverse but appropriate
activities for the objective
Don't pass if , r the
a. activities are inappropriate for the class or for
objective
copying, or
b. if either of the activities includes
 148
doing some acltlvlty a specified number
of times
c. the activity does not look enjoyable
as well as informative

PC 24 Speech

Pass if
a. the objective is appropriate for the
class
b. the three approaches are diverse and
appropriate for
both the objective and the class
Ebn't pass if
a. both of the above are not satisfied
b. the activities are not enjoyable as v/ell as
informative
c. either of the activities includes copying, or
doing
some activity a specified number of times

PC 25 Dramatics

Pass if
a. the activities are pertinent to the class
b. the activities are used as vehicles for teaching sonve
area of the content curriculum (science, math, a reading
skill, social studies, etc.)
c. at least one activity is informal (i. e., doesn't require
a script, or formal directed rehearsals, or a great
many "trappings" or, even, sometimes, an audience)
Don't pass if
a. all of the above are not satisfied
b. the activities are rigid
c. the activities are Inappropriate for the content
or the class

PC 26 Grammar

Pass if
a. an awareness of the general philosophy 'jnnd format of
both traditional and linguistic grammar is exhibited
b. the activities teach some form of structure without
making use of a text
Don't pass if
both of the above are not satisfied

PC 27 Handwriting

Pass if
a. the lesson achieves one goal
b. the lesson is well organized
 t

149
c. the handwriting is legible (in terms of size^
shape, and consistency)
Don’t pass if
a. the lesson is too complicated
b. a combination (rather than only one form) of
manuscript and cursive are used
 Feasibility Study of a Performance-Based

Teacher Education Curriculum in the

Language Arts (May, 1970)

Masha Rudman

B.A., Hunter College

M.S., Hunter College

Directed by: James M. Cooper

The feasibility study was conducted under the provisions of a model

elementary teacher education grant from the U.S. Office of Education.

The study authored by Masha Rudman contains the goals, rationale, and

curriculum of the program, Mary Alice Wilson designed and conducted the

evaluation. Rudman and Wilson worked together in the management of both

the Fall, 1969, feasibility portion of the program and the Spring, 1970,

follow-up. Rudman *s study primarily deals with the feasibility semester

but chapter four and the appendix contain materials relevant to the

follow-up curriculum.

Chapter one contains an overview of and rationale for a performance

based teacher education program. Sources are cited for developing a

curriculum based on educational objectives and multiple Instructional

pro-
alternatives. The goals and a brief history of the study are also

and the
vided. The goals are divided into categories for the student
program itself and are outlined as follows:

I. Student

A. Attitudes

1. The student will demonstrate

a. self-awareness of preferences in learning and

teaching styles (including pacing, sequence, and

approaches)

b . acceptance of the validity of other learning and

teaching styles

c. willingness to attempt more than one learning and

teaching style i.e. willingness to take risks

d. commitment to seek and use a multiplicity of

. learning and teaching styles

B. Abilities

1, The student will demonstrate

a. proficiency in the language arts: reading,

writing, listening, speaking

b. knowledge of the process of each area within

the language arts (this entails the ability to

decide which skills an act requires and whether

or not these skills are sequential)

c. ability to assess the student’s level of develop-

ment and to diagnose his skills needs, using both

formal and informal procedures. The abilities to

 recognize strengths as well as needs,
to

communicate this information, and to keep

this

procedure continuous rather than sporadic

are

included in this goal

d. knowledge of a variety of approaches and

materials available to each area of the lan-

guage arts (such as linguistic, phonic, basal,

programmed, experience, individualized, and

1/t/a materials for teaching reading.)

e. ability to select from the many available

materials and approaches, or to generate new

ones to satisfy the needs of the students

II. Program

A. Provide an overview of the content of the elementary

language arts curriculum

B. Provide a structure for constant reexamination

of the theoretical bases, content, and approaches

in the language arts

C. Provide a model for the learner’s future behavior

D. Permit the participants to achieve a number of

unspecified but probable behaviors such as;

1. Pace his own learning appropriately

2. Experiment with different learning environments

and materials

3. generate new approaches for his own learning

 4. Develop a particular Interest in the language arts,

leading to a specialization in the area

Chapter two includes a review of literature pertinent to curri-

culum development, instructional alternatives, and use of media in

teacher education. The review of literature dealing with the content

area of language arts is contained in chapter three. The curriculum for

the feasibility study was included in this chapter as well as a summary

of the participants' comments and suggestions. Chapter four represents

the outcome of the suggestions offered in chapter three: it contains

the follow-up curriculum.

Conclusions and suggestions for future research are presented in

chapter five. The conclusions indicate that it is pedagogically feasible

to design and offer a curriculum to future teachers based on performance

and offering multiple instructional routes to the achievement of these

performances
>

M 4
 Feasibility Study of a Performance-Based

Teacher Education Curriculum in the

Language Arts (May, 1970)

Masha Rudman

B,A. , Hunter College

M.S., Hunter College

Directed by: James M. Cooper

The feasibility study was conducted under the provisions of a model

elementary teacher education grant from the U.S. Office of Education.

The study authored by Masha Rudman contains the goals, rationale, and

curriculum of the program. Mary Alice Wilson designed and conducted the

evaluation. Rudman and Wilson worked together in the management of both

the Fall, 1969, feasibility portion of the program and the Spring, 1970,

follow-up. Rudman ’s study primarily deals with the feasibility semester

but chapter four and the appendix contain materials relevant to the

follow-up curriculum.

Chapter one contains an overview of and rationale for a performance

based teacher education program. Sources are cited for developing a

curriculum based on educational objectives and multiple instructional

alternatives. The goals and a brief history of the study are also pro-

vided. The goals are divided into categories for the student and the
program itself and are outlined as follows:

I. Student

A. Attitudes

1. The student will demonstrate

a. self-awareness of preferences in learning and

teaching styles (including pacing, sequence, and

approaches)

b . acceptance of the validity of other learning and

teaching styles

c. willingness to attempt more than one learning and

teaching style i.e. willingness to take risks

d. commitment to seek and use a multiplicity of

learning and teaching styles

B. Abilities

1, The student will demonstrate

a. proficiency in the language arts: reading,

writing, listening, speaking

b. knowledge of the process of each area within

the language arts (this entails the ability to

decide which skills an act requires and whether

or not these skills are sequential)

c. ability to assess the student's level of develop-

ment and to diagnose his skills needs, using both

formal and informal procedures. The abilities to

 recognize strengths as well as needs,
to

communicate this information, and to keep

this

procedure continuous rather than sporadic are

included in this goal

d. knowledge of a variety of approaches and

materials available to each area of the lan-

guage arts (such as linguistic, phonic, basal,

programmed, experience, individualized, and

i/t/a materials for teaching reading.)

e. ability to select from the many available

materials and approaches, or to generate new

ones to satisfy the needs of the students

II . Program

A. Provide an overview of the content of the elementary

language arts curriculum

B. Provide a structure for constant reexamination

of the theoretical bases, content, and approaches

in the language arts

C. Provide a model for the learner's future behavior

D. Permit the participants to achieve a number of

unspecified but probable behaviors such as:

1. Pace his own learning appropriately

2. Experiment with different learning environments

and materials

3. generate new approaches for his own learning

 4. Develop a particular interest in the
language arts,

leading to a specialization in the area

Chapter two includes a review of literature

pertinent to curri-
culum development, instructional alternatives, and
use of media in

teacher education. The review of literature dealing with the

content
area of language arts is contained in chapter three. The curriculum for

the feasibility study was included in this chapter as well as

a summary

of the participants comments and suggestions. Chapter four represents

the outcome of the suggestions offered in chapter three: it contains

the follow-up curriculum.

Conclusions and suggestions for future research are presented in

chapter five. The conclusions Indicate that it is pedagogically feasible

to design and offer a curriculum to future teachers based on performance

and offering multiple instructional routes to the achievement of these

performances